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References and Testing

References and Testing. Why Check References?. Check for resume fraud Find new information about the applicant Check for potential discipline problems Predict future performance. Why Check? 1/3 resumes contain inaccurate info over 500,000 people have bonus degrees Verifying Information

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References and Testing

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  1. References and Testing

  2. Why Check References? • Check for resume fraud • Find new information about the applicant • Check for potential discipline problems • Predict future performance

  3. Why Check? 1/3 resumes contain inaccurate info over 500,000 people have bonus degrees Verifying Information truth error embellishment fabrication Obtaining Missing information unintentional omission strategic omission deceptive omission Alternative methods bogus application items social security reports hire professional reference checkers Checking for Resume Fraud http://www.youtube.com/watch?v=8u7WBlSIXWI http://www.youtube.com/watch?v=B09DU_cXkR8

  4. Getting Info Can Be Difficult

  5. Types of Information personality interpersonal style background work habits Problems references seldom agree people act in different ways in different situations Alternative Measures psychological tests letters of recommendation biodata resumes interviews Finding New Information About the Applicant

  6. Criminal Records Previous employers Motor vehicle records Military records Credit reports Colleges and universities Neighbors and friends Checking for Potential Discipline Problems

  7. Obtained from local and state agencies Check with each jurisdiction Only convictions can be used (EEOC Decision No. 72-1460) “Reasonable amount of time” between release and decision to hire In using convictions, employer must consider Nature and gravity of offense Amount of time that has passed since the conviction and/or completion of the sentence The nature of the job held or being sought Criminal Records

  8. Credit Checks • Purpose • Predict motivation to steal • Determine character of applicant • Fair Credit Reporting Act • Order through a Consumer Reporting Agency (CRA) • Provide written notice to applicant to you will be checking credit • Get applicant’s written authorization to check credit • If adverse action is to be taken • Provide applicant with “Pre-adverse Action Disclosure” which includes copy of credit report • Inform applicant that they will not be hired due to credit check and provide name of CRA and notice of applicant rights to appeal within 60 days http://www.youtube.com/watch?v=512GkwoZEFs

  9. References are not good predictors of performance Uncorrected validity is .18 References are not reliable (r = .22) High correlation between two letters written by the same person for two people than between letters written by two people for the same person They say more about the person writing the letter than the person being written about References are lenient Fewer than 1% of applicants are rated below average! Predicting Future Performance

  10. Why the Leniency? • Applicants often choose their own references • Applicants often have the right to see their files • Former employers fear legal ramifications

  11. Positive Neutral Negative

  12. References Often Have a Limited Opportunity to View Behavior

  13. Potential Legal Ramifications • Negligent hiring http://www.youtube.com/watch?v=fpQeHuAe4E4 http://www.youtube.com/watch?v=ozMVeRT3pec • Invasion of privacy • Negligent reference • Defamation

  14. Defamation • Three types • libel (written) • slander (oral) • self-publication • Employers have a conditional privilege that limits their liability

  15. Truthful statements were true not true, but reasonable person would have believed them to be true opinions are protected unless reference infers opinion is based on facts that don’t exist Made for a legitimate purpose Made in good faith don’t offer unsolicited information statements cannot be made for revenge avoid personal comments Made with the permission of the applicant use waivers let the former employee know if the reference will not be positive Avoiding Liability for DefamationEmployers will not be liable if their statements were

  16. Reference giver’s ability to articulate The extent to which the referee remembers the applicant The words used by the reference giver cuter than a baby’s butt she has no sexual oddities that I am aware of I have an intimate and caring relationship with the applicant Jill is a bud that has already begun to bloom Extraneous Factors Surrounding the Reference

  17. The Real Meaning of Recommendations

  18. The Real Meaning of Recommendations

  19. Employee Selection Methods

  20. Training & Education Experience Applications/Resumes Biodata Interviews Knowledge Ability Cognitive Physical Perceptual Skills Work Samples Assessment Centers References Personality & Character Personality Tests Integrity Tests Medical Medical Exams Psychological Exams Drug Testing Personnel Selection Methods

  21. Let's Talk What types of employment tests have you taken?

  22. Predicting Performance Using Training and Education

  23. Ratings of Training • Education • Work-Related Training • Military

  24. Does Education Predict Performance?

  25. Summary of Meta-Analyses

  26. Education and Incremental Validity • Schmidt & Hunter (1998) say no • Cognitive ability (r = .51) • Cognitive ability and education (r = .52)

  27. Validity of GPA • GPA is a valid predictor of performance on the job, training performance, starting salary, promotions, and grad school performance • GPA is most predictive in the first few years after graduation (Roth et al., 1996) • GPA will result in high levels (d=.78) of adverse impact (Roth & Bobko, 2000) • People with high GPAs • Are intelligent (r = .50; Jensen, 1980) • Are conscientious (r = .34; Bevier et al., 1998)

  28. Validity of GPAMeta-Analysis Results

  29. Lingering Questions • Is the validity of education job specific? • What is the actual incremental validity of education over cognitive ability? • Why would education predict performance? • Knowledge • Liberal arts skills • Mental ability • Motivation

  30. Predicting Performance Using Applicant Knowledge • Taps job-related knowledge • Good validity (ρ = .48) • Face valid • Can have adverse impact

  31. Predicting Performance Using Applicant Ability

  32. Cognitive Ability Tests • High validity (ρ = .51) • Predicts training and job performance for all jobs (Hunter, 1986) • The more complex the job, the better cognitive ability tests predict performance

  33. Cognitive Ability Tests Strengths • Highest validity of all selection measures (ρ = .51) • Easy to administer • Relatively inexpensive • Most are not time consuming

  34. Cognitive Ability Tests Weaknesses • Likely to cause adverse impact • Low face validity • Not well liked by applicants

  35. Perceptual Ability Tests • Perceptual Ability (Fleishman & Reilly (1992) • Vision (near, far, night, peripheral) • Depth perception • Glare sensitivity • Hearing (sensitivity, auditory attention, sound localization)

  36. Psychomotor Ability Tests • Psychomotor Ability (Fleishman & Reilly (1992) • Dexterity (finger, manual) • Control precision • Multilimb coordination • Response control • Reaction time • Arm-hand steadiness • Wrist-finger speed • Speed-of-limb movement

  37. Physical Ability • Used for jobs with high physical demands • Three Issues • Job relatedness • Passing scores • When the ability must be present • Two common ways to measure • Simulations • Physical agility tests http://www.youtube.com/watch?v=9BfqWGWzrfI

  38. Physical Ability Physical Abilities (Fleishman & Reilly, 1992) • Dynamic strength (strength requiring repetitions) • Trunk strength (stooping or bending over) • Explosive strength (jumping or throwing) • Static strength • Dynamic flexibility (speed of bending or stretching) • Extent flexibility (Degree of bending or stretching) • Gross body equilibrium (balance) • Gross body coordination (coordination) • Stamina

  39. Predicting Performance Using Applicant Skill

  40. Work Samples • Applicants perform tasks that replicate actual job tasks • Advantages • Directly related to the job • Good criterion validity • Verbal work samples (ρ = .48) • Motor work samples (ρ = .43) • Good face validity • Less adverse impact than cognitive ability • Provide realistic job previews • Disadvantages • Can be expensive to develop and maintain

  41. Assessment CentersWhat are They? • A selection technique that uses multiple job-related assessment exercises and multiple assessors to observe and record behaviors of candidates performing job-related tasks

  42. Based on job analysis Behavioral classification Assessment techniques Use multiple assessment exercises Simulations Use multiple assessors Assessor training Recording behavior Reports Overall judgment based on integration of information Guidelines for Assessment Center PracticesJoiner (2000)

  43. Assessment Center Exercises • Leaderless group discussions • In-basket technique • Simulations • Situational exercises • Work samples • Role plays • Case analyses and business games http://www.youtube.com/watch?v=eyWxjNECRBE&feature=related http://www.youtube.com/watch?v=4eKuQ-RcHqY

  44. Evaluation of Assessment Centers Reliability • Can have low inter-rater agreement among raters • Test/retest reliability pretty high (.70) Validity (Arthur et al., 2003) • Uncorrected .28 • Corrected .38 • Good face validity

  45. Evaluation of Assessment Centers Weaknesses • Very expensive • Time consuming • Can have low inter-rater agreement • Behaviors can overlap into several dimensions • Safety of candidates for some work samples

  46. When are assessment centers most appropriate? • Most useful for promotion rather than selection • When candidates have some knowledge of the job • When you have the money to develop and maintain assessment centers • When you have the time and trainers

  47. Predicting Performance Using Prior Experience

  48. Experience Ratings • Past behavior predicts future behavior • Experience is a valid predictor of future performance (ρ = .27; Quinones et al., 1995) • Types of Experience • Work • Life

  49. Experience • Evaluated through: • Application blanks • Resumes • Interviews • Reference checks • Biodata instruments

  50. Experience • Considerations • How much experience? • How well did the person perform? • How related is it to the current job?

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