Bangor TRANSFER ABROAD Bangor TRANSFER ABROAD PROGRAMMEPROGRAMME
SELECTION & TESTINGSELECTION & TESTING
Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 6–2
Why Careful Selection is ImportantWhy Careful Selection is Important
Organizational performance
Costs of recruiting and hiring
The Importance of Selecting the Right
Employees
Legal obligations and liability
Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 6–3
Avoiding Negligent Hiring ClaimsAvoiding Negligent Hiring Claims• Carefully scrutinize information on employment Carefully scrutinize information on employment
applications.applications.
• Get written authorization for reference checks, and Get written authorization for reference checks, and check references.check references.
• Save all records and information about the applicant.Save all records and information about the applicant.
• Reject applicants for false statements or conviction Reject applicants for false statements or conviction records for offenses related to the job.records for offenses related to the job.
• Balance the applicant’s privacy rights with others’ Balance the applicant’s privacy rights with others’ “need to know.”“need to know.”
• Take immediate disciplinary action if problems arise.Take immediate disciplinary action if problems arise.
Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 6–4
Basic Testing ConceptsBasic Testing Concepts• ReliabilityReliability
Describes the consistency of scores obtained by the same Describes the consistency of scores obtained by the same person when retested with the identical or alternate forms of the person when retested with the identical or alternate forms of the same test.same test.
Are test results stable over time?Are test results stable over time?
• ValidityValidity Indicates whether a test is measuring what it is supposed to be Indicates whether a test is measuring what it is supposed to be
measuring.measuring. Does the test actually measure what it is intended to measure?Does the test actually measure what it is intended to measure?
Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 6–5
FIGURE 6–1 A Slide from the Rorschach Test
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Types of ValidityTypes of Validity
Criterion validity Content validity
Types of Test Validity
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Evidence-Based HR: How to Evidence-Based HR: How to Validate a TestValidate a Test
1
Relate Your Test Scores and Criteria: scores versus actual performance
Choose the Tests: test battery or single test
Steps in Test Validation
Analyze the Job: predictors and criteria
Administer the Test: concurrent or predictive validation
2
3
4
Cross-Validate and Revalidate: repeat Steps 3 and 4 with a different sample
5
Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 6–8
FIGURE 6–2 Examples of Web Sites Offering Information on Tests or Testing Programs
• www.hr-guide.com/data/G371.htmProvides general information and sources for all types of employment tests
• http://ericae.netProvides technical information on all types of employment and nonemployment
• tests.www.ets.org/testcollProvides information on over 20,000 tests
• www.kaplan.comInformation from Kaplan test preparation on how various admissions tests work
• www.assessments.bizOne of many firms offering employment tests
Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 6–9
FIGURE 6–3 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 6–10
TABLE 6–1 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.
Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 6–11
Test Takers’ Individual Test Takers’ Individual Rights and Test SecurityRights and Test Security• Under the APA’s standard for educational and Under the APA’s standard for educational and
psychological tests, test takers have the following psychological tests, test takers have the following rights:rights: The right to the confidentiality of test results.The right to the confidentiality of test results.
The right to informed consent regarding use of these results.The right to informed consent regarding use of these results.
The right to expect that only people qualified to interpret the The right to expect that only people qualified to interpret the scores will have access to them, or that sufficient information scores will have access to them, or that sufficient information will accompany the scores to ensure their appropriate will accompany the scores to ensure their appropriate interpretation.interpretation.
The right to expect the test is fair to all. For example, no one The right to expect the test is fair to all. For example, no one taking it should have prior access to the questions or taking it should have prior access to the questions or answers.answers.
Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 6–12
Legal Privacy IssuesLegal Privacy Issues• DefamationDefamation
Libeling or slandering of employees or former employees Libeling or slandering of employees or former employees by an employer.by an employer.
• Avoiding Employee Defamation SuitsAvoiding Employee Defamation Suits
1.1. Train supervisors regarding the importance of employee Train supervisors regarding the importance of employee confidentiality.confidentiality.
2.2. Adopt a “need to know” policy.Adopt a “need to know” policy.
3.3. Disclose procedures impacting confidentially of information Disclose procedures impacting confidentially of information to employees.to employees.
Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 6–13
How Do Employers Use Tests at How Do Employers Use Tests at Work?Work?• Major Types of TestsMajor Types of Tests
Basic skills testsBasic skills tests
Job skills testsJob skills tests
Psychological testsPsychological tests
• Why Use Testing?Why Use Testing?
Increased work demands = more testingIncreased work demands = more testing
Screen out bad or dishonest employeesScreen out bad or dishonest employees
Reduce turnover by personality profilingReduce turnover by personality profiling
Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 6–15
Computerized and Online TestingComputerized and Online Testing• Online testsOnline tests
Telephone prescreeningTelephone prescreening Offline computer testsOffline computer tests Virtual “inbox” testsVirtual “inbox” tests Online problem-solving testsOnline problem-solving tests
• Types of TestsTypes of Tests Specialized work sample testsSpecialized work sample tests Numerical ability testsNumerical ability tests Reading comprehension testsReading comprehension tests Clerical comparing and checking testsClerical comparing and checking tests
Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 6–16
Types of TestsTypes of Tests
Cognitive abilities
Motor and physical abilities
Personality and interests
What Different Tests Measure
Currentachievement
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FIGURE 6–5 Type of Question Applicant Might Expect on a Test of Mechanical Comprehension
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The “Big Five”The “Big Five”
Extraversion
Emotional stability/
Neuroticism
AgreeablenessOpenness to experience
Conscientiousness
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Work Samples and Work Samples and SimulationsSimulations
Work samples
Management assessment
centers
Video-based situational
testing
Measuring Work Performance Directly
Miniature job training and evaluation
Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 6–20
FIGURE 6–7 Example of a Work Sampling Question
Checks key before installing against:
___ shaft score 3
___ pulley score 2
___ neither score 1
Note: This is one step in installing pulleys and belts.
Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 6–21
TABLE 6–2 Evaluation of Assessment Methods on Four Key Criteria
Assessment Method Validity Adverse Impact Costs (Develop/Administer) Applicant Reactions
Cognitive ability tests High High (against minorities) Low/low Somewhat favorable
Job knowledge test High High (against minorities) Low/low More favorable
Personality tests Low to moderate
Low Low/low Less favorable
Biographical data inventories Moderate Low to high for different types
High/low Less favorable
Integrity tests Moderate to high
Low Low/low Less favorable
Structured interviews High Low High/high More favorable
Physical fitness tests Moderate to high
High (against females and older workers)
High/high More favorable
Situational judgment tests Moderate Moderate (against minorities)
High/low More favorable
Work samples High Low High/high More favorable
Assessment centers Moderate to high
Low to moderate, depending on exercise
High/high More favorable
Physical ability tests Moderate to high
High (against females and older workers)
High/high More favorable
Note: There was limited research evidence available on applicant reactions to situational judgment tests and physical ability tests. However, because these tests tend to appear very relevant to the job, it is likely that applicant reactions to them would be favorable.
Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 6–22
Background Investigations andBackground Investigations andOther Selection MethodsOther Selection Methods
• Investigations and ChecksInvestigations and Checks Reference checksReference checks
Background employment checksBackground employment checks
Criminal recordsCriminal records
Driving recordsDriving records
Credit checksCredit checks
• Why?Why? To verify factual information provided by applicantsTo verify factual information provided by applicants
To uncover damaging informationTo uncover damaging information
Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 6–23
Background Investigations and Background Investigations and Reference ChecksReference Checks
Former Employers
Current Supervisors
Written References
Social Networking Sites
Commercial Credit Rating Companies
Sources of Information
Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 6–24
Limitations on Background Limitations on Background Investigations and Reference Investigations and Reference
ChecksChecks
Background Investigations and Reference Checks
Supervisor Reluctance
Employer Guidelines
Legal Issues: Privacy
Legal Issues: Defamation
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Making Background Checks More Making Background Checks More UsefulUseful1.1. Include on the application form a statement for Include on the application form a statement for
applicants to sign explicitly authorizing a background applicants to sign explicitly authorizing a background check.check.
2.2. Use telephone references if possible.Use telephone references if possible.
3.3. Be persistent in obtaining information.Be persistent in obtaining information.
4.4. Compare the submitted rCompare the submitted réésumsuméé to the application. to the application.
5.5. Ask open-ended questions to elicit more information Ask open-ended questions to elicit more information from references.from references.
6.6. Use references provided by the candidate as a source Use references provided by the candidate as a source for other references.for other references.
Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 6–26
Using Preemployment Information Using Preemployment Information ServicesServices
1
Notice of adverse action to applicant/employee
Employer certification to reporting agency
Acquisition and Use of Background Information
Disclosure to and authorization by applicant/employee
Providing copies of reports to applicant/employee
2
3
4
Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 6–27
The Polygraph and Honesty TestingThe Polygraph and Honesty Testing• Employee Polygraph Protection Act of 1988Employee Polygraph Protection Act of 1988
Generally prohibits polygraph examinations by all private Generally prohibits polygraph examinations by all private employers unless:employers unless: The employer has suffered an economic loss or injury.The employer has suffered an economic loss or injury. The employee in question had access to the property.The employee in question had access to the property. There is a reasonable prior suspicion.There is a reasonable prior suspicion. The employee is told the details of the investigation, as well The employee is told the details of the investigation, as well
as questions to be asked on the polygraph test itself.as questions to be asked on the polygraph test itself. Private business exceptions:Private business exceptions:
Private security employeesPrivate security employees Employees with access to drugsEmployees with access to drugs Ongoing economic loss or injury investigationsOngoing economic loss or injury investigations
Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 6–28
Honesty Testing Programs: Honesty Testing Programs: What Employers Can DoWhat Employers Can Do• Antitheft Screening Procedure:Antitheft Screening Procedure:
Ask blunt questions.Ask blunt questions. Listen, rather than talk.Listen, rather than talk. Do a credit check.Do a credit check. Check all employment and personal references.Check all employment and personal references. Use paper-and-pencil honesty tests and psychological tests.Use paper-and-pencil honesty tests and psychological tests. Test for drugs.Test for drugs. Establish a search-and-seizure policy and conduct searches.Establish a search-and-seizure policy and conduct searches.
Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 6–29
FIGURE 6–9 “The Uptight Personality”
Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 6–30
Physical ExaminationsPhysical Examinations• Reasons for preemployment medical examinations:Reasons for preemployment medical examinations:
To verify that the applicant meets the physical requirements of To verify that the applicant meets the physical requirements of the position.the position.
To discover any medical limitations to be taken into account in To discover any medical limitations to be taken into account in placing the applicant.placing the applicant.
To establish a record and baseline of the applicant’s health for To establish a record and baseline of the applicant’s health for future insurance or compensation claims.future insurance or compensation claims.
To reduce absenteeism and accidents.To reduce absenteeism and accidents.
To detect communicable diseases that may be unknown to the To detect communicable diseases that may be unknown to the applicant.applicant.
Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 6–31
Substance Abuse ScreeningSubstance Abuse Screening• Types of ScreeningTypes of Screening
Before formal hiringBefore formal hiring After a work accidentAfter a work accident Presence of obvious behavioral symptomsPresence of obvious behavioral symptoms Random or periodic basisRandom or periodic basis Transfer or promotion to new positionTransfer or promotion to new position
• Types of TestsTypes of Tests UrinalysisUrinalysis Hair follicle testingHair follicle testing
Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 6–32
Substance Abuse Screening IssuesSubstance Abuse Screening Issues
Safety:impairment vs.
presence
Recreational use vs. addiction
American with Disabilities Act
Drug Free Workplace Act of
1998
Intrusiveness of testing
procedures
Accuracy of tests
Ethical and Legal Issues
Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 6–33
Improving Productivity Through HRIS: Improving Productivity Through HRIS: Using Automated Applicant Tracking Using Automated Applicant Tracking
and Screening Systems (ATS)and Screening Systems (ATS)
“Knock out” applicants who do not meet job requirements
Allows employers to extensively
test and screen applicants online
Benefits of Applicant Tracking Systems
Can match “hidden talents” of applicants to
available openings
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