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CHAPTER NINE

CHAPTER NINE. External Selection II. Screen graphics created by: Jana F. Kuzmicki, PhD Troy State University-Florida and Western Region. Organization. Vision and Mission Goals and Objectives. Organization Strategy. HR and Staffing Strategy. Staffing Organizations Model.

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CHAPTER NINE

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  1. CHAPTER NINE External Selection II Screen graphics created by: Jana F. Kuzmicki, PhD Troy State University-Florida and Western Region

  2. Organization Vision and Mission Goals and Objectives Organization Strategy HR and Staffing Strategy Staffing Organizations Model Staffing Policies and Programs Support Activities Core Staffing Activities Legal compliance Recruitment: External, internal Planning Selection:Measurement, external, internal Job analysis Employment:Decision making, final match Staffing System and Retention Management

  3. Substantive Assessment Methods Personality Tests Ability Tests Job Knowledge Tests Performance Tests and Work Samples Integrity Tests Interest, Values, and Preference Inventories Structured Interview Constructing a Structured Interview Assessment for Team and Quality Environments Clinical Assessments Choice of Substantive Methods Discretionary Assessment Methods Contingent Assessment Methods Collection of Assessment Data Legal Issues Chapter Outline

  4. Overview of Personality Tests • Historical role of personality tests in selection • Use of MMPI as a selection tool • Current role of personality tests in selection • Role of Big Five -- Taxonomy of personality • Used to describe behavioral, as opposed to emotional or cognitive, traits • May capture up to 75% of an individual’s personality • Big Five factors • Emotional stability • Extraversion • Openness to experience • Agreeableness • Conscientiousness

  5. Measures of Personality Tests • Surveys • Personal Characteristics Inventory (PCI) • Exh. 9.1: Sample Items for PCI • NEO Personality Inventory • Hogan Personality Inventory (HPI) • Projective tests • Interviews • Assessment of reliability and validity

  6. Evaluation of Personality Tests:Validity of the Big Five • Conscientiousness predicts performance across all occupational groupings • Emotional stability predicts performance in most occupations, especially sales, management, and teaching • Extraversion predicts performance of salespeople • Conscientiousness and emotional stability have emerged as significant predictors of performance • Validity of conscientiousness in predicting job performance --> ŕ = .31

  7. Evaluation of Personality Tests:Role of the Big Five in Selection • Conscientiousness and emotional stability predict job performance for many occupational groups • Exh. 9.2: Possible Factors Explaining Importance . . . • Except for emotional stability, the other traits do not predict job performance • Key -- Match traits, both in terms of type and level of generality, to criteria being predicted • Limitations • Applicants may distort their responses • Possibility of applicants “faking good” • Applicants’ perceptions

  8. Exh. 9.2: Possible Factors Explaining Importanceof Conscientiousness in Predicting Job Performance

  9. Overview of Ability Tests • Definition -- Measures that assess an individual’s capacity to function in a certain way • Two types • Aptitude - Assess innate capacity to function • Achievement - Assess learned capacity to function • Between 15% and 20% of organizations use some type of ability test in selection • Four classes of ability tests • Cognitive • Psychomotor • Physical • Sensory/perceptual

  10. Overview of Cognitive Ability Tests • Definition -- Assess abilities involved in thinking, including perception, memory, reasoning, verbal and mathematical abilities, and expression of ideas • Measures of specific cognitive abilities appearto reflect general intelligence, IQ or “g” • Measures of cognitive ability • Employee Aptitude Survey - Assesses10 specific cognitive abilities • Wonderlic Personnel Test - Most widely used test of general mental ability (12-minute, 50-item test) • Exh. 9.4: Sample Cognitive Ability Test Items

  11. Evaluation of Cognitive Ability Tests • “True” validity --> ŕ = .50 • Summary of research findings • Among the most valid methods of selection • Appear to generalize across all organizations, all job types, and all types of applicants • Organizations using them enjoy large economic gains compared to organizations not using them • High average validities for many occupations • While validity is particularly high for jobs of medium and high complexity, validity also exists for simple jobs • Intelligent employees have greater job knowledge • General cognitive ability measures more useful than measures of specific abilities

  12. Limitations of Cognitive Ability Tests • Concern over adverse impact and fairness of tests • While cognitive ability tests are equally accurate predictors of job performance for various racial and ethnic groups, blacks and Hispanics score lower on these tests than whites • Suggested approach - Use cognitive abilitytests and monitor adverse impact closely • Applicants’ perceptions • Reactions to concrete vs. abstract test items

  13. Other Types of Ability Tests • Psychomotor ability tests • Measure correlation of thought with bodily movement • Physical abilities tests • Measure muscular strength, cardiovascularendurance, and movement quality • Validity --> ŕ = .39 to ŕ = .87 • Sensory/perceptual abilities tests • Assess ability to detect and recognizeenvironmental stimuli • Use of computer testing for abilities

  14. Job Knowledge Tests • Definition -- Directly assess an applicant’s comprehension of job requirements • Two types • Assess knowledge of duties involved in a particular job • Focus on level of experience with, and knowledge about, critical job tasks and tools necessary to perform a job • Exh. 9.8: Example of an Objective Inventory Questionnaire • Evaluation • “True” validity --> ŕ = .45 • Higher validities for complex jobs • Job knowledge measures add little to prediction of job performance beyond that provided by cognitive ability tests

  15. Performance Tests and Work Samples • Definition -- Assess actual performance rather than underlying capacity or disposition • Exh. 9.9 - Examples of Performance Tests and Work Samples • Types of tests • Performance test vs. work sample • Motor vs verbal work samples • High- vs. low-fidelity tests • Computer interaction performance testsvs. paper-and-pencil tests • Situational judgment tests

  16. Evaluation of PerformanceTests and Work Samples • Research results • Average validity --> ŕ = .54 • Possess high degree of content validity • Perhaps most valid method for many types of jobs • Widely accepted by applicants • Possess low degrees of adverse impact • Limitations • Cost of realism embedded in work samples is high • Tied to specific jobs leading to a lack of generalizability • Safety issues • Assume applicants already possess necessary KSAOs

  17. Overview of Integrity Tests • Definition -- Attempt to assess an applicant’s honesty and moral character • Two types • Clear purpose / overt • General purpose / veiled purpose • Exh. 9.10: Sample Integrity Test Questions • Use of integrity tests in selection has grown dramatically during past decade • Construct of integrity not well understood

  18. Measuring Employee Integrity • Types of measures • Most common method is paper-and-pencil measures • Polygraph (lie detector) tests • Detect dishonesty in interview process • Paper-and-pencil measures are most feasible for assessing integrity for selection decision

  19. Integrity Tests: Research Results • Valid predictors of counterproductive behaviors; validity for clear purpose (ŕ = .55) higher than for general purpose (ŕ = .32) • Both clear and general purpose tests are valid predictors of job performance --> ŕ = .33 and ŕ = .35 • Estimates using a predictive validation design and actual detection of theft lowers validity to ŕ = .13 • Integrity test scores are related to several Big Five measures • Have no adverse impact against women or minoritiesand are relatively uncorrelated with intelligence

  20. Issues Related to Integrity Tests • Concerns related to use • Applicants might fake responses • Research results related to faking • Objections to integrity tests and applicant reactions • Most fundamental concern is misclassification of truly honest applicants as being dishonest • Exh. 9.11: Integrity Test Results and Theft Detections • Applicants view integrity tests less favorably than most selection practices and more invasive

  21. Interest, Values, and Preference Inventories • Definition -- Involves assessing activities individuals prefer to do both on and off the job • Not often used in selection • Types of tests • Strong Vocational Interest Blank (SVIB) • Exh. 9.12: Sample Items from Interest Inventory • Myers-Briggs Type Inventory (MBTI) • Evaluation • Average validity --> ŕ = .10 • Role of interest inventories in selection limited • Role in assessing person-organization fit

  22. Overview of Structured Interview • Characteristics of unstructured interview • Relatively unplanned and “quick and dirty” • Questions based on interviewer “hunches” or “pet questions” to psychologically diagnose applicant • Consists of casual, open-ended, or subjective questions • Contains obtuse questions • Contains highly speculative questions • Interviewer often unprepared • Sources of error in unstructured interview

  23. Characteristics of Structured Interview • Questions based on job analysis • Same questions asked of each candidate • Response to each question numerically evaluated • Detailed anchored rating scales used to score each response • Detailed notes taken, focusing on interviewees’ behaviors

  24. Characteristics of Structured Interview(continued) • Two types • Situational - Assess applicant’s ability to project his / her behaviors in future situations • Experience-based - Assess past behaviors that are linked to prospective job • Patterned Behavior Description Interview • Similarities between situational and experienced-based interviews • Differences between situational and experienced-based interviews

  25. Evaluation of Structured Interview • Average validity of interviews --> ŕ = .26 • Structured interviews are more valid (ŕ = .31)than unstructured interviews (ŕ = .23) • Situational interviews are more valid (ŕ = .35) than experience-based interviews (ŕ = .28) • Panel interviews were less valid (ŕ = .22)than individual interviews (ŕ = .31)

  26. Future Uses of Structured Interview • Issue of employee value • While performance is the central aspect ofemployee value, it is not the only criterion • Other relevant criteria -- Applicant reactions, employee attendance / retention, “citizenship” behaviors, and fit • Valuable in predicting “nonperformance” aspects of applicants • Interviews predict subjective performance better than objective measures of productivity • Key question - Structure interview around what? • Serves other goals besides identifying best candidate for job • Exh. 9.13: An Alternative Model of the Use of the Interview in Selection Decisions

  27. Exh. 9.13: An Alternative Model of theUse of the Interview in Selection Decisions

  28. Constructing a Structured Interview • Consult job requirements matrix • Develop the selection plan • Exh. 9.14: Partial Selection Plan for Job of Retail Store Sales Associate • Develop structured interview plan • Exh. 9.15: Structured Interview Questions, Benchmark Responses, Rating Scale, and Question Weights • Select and train interviewers • Evaluate effectiveness

  29. Assessment for Quality Environments • Companies with TQM missions oftenseem to ignore selection systems • Issues to be addressed in selection process • Types of skills may differ • Specificity of skills may differ • Process of making selection decisions may differ • Lack of research on staffing inquality environments • Validation of selection process is important

  30. Assessment for Team Environments • Establish steps for selection in team-based environments • Determine necessary KSAOs for teamwork • Exh. 9.17: Knowledge, Skill, and Ability (KSA) Requirements for Teamwork • Interpersonal KSAs • Self-management KSAs • Example • Exh. 9.18: Example Items Assessing Teamwork KSAs • Who should make the hiring decision? • Critical to ensure proper context is in place

  31. Clinical Assessments • Definition • Method where a psychologist makes a judgment about suitability of a candidate for a job • Typically used for selecting people for middle- and upper-level management positions • Judgments based on • Interview • Personal history form • Ability test • Personality test • Feedback to company -- Narrative description of candidate, with or without a recommendation

  32. Choice of Substantive Assessment Methods • Exh. 9.19: Evaluation of SubstantiveAssessment Methods • Criteria • Use • Cost • Reliability • Validity • Utility • Applicant reactions • Adverse impact

  33. Discretionary Assessment Methods • Used to separate people who receive job offersfrom list of finalists • Often very subjective, relying heavily on intuitionof decision maker • Factors other than KSAOs are evaluated • Assess person/organization match • Assess people on relevant organizationalcitizenship behaviors • Should involve organization’s staffing philosophy regarding EEO/AA commitments

  34. Contingent Assessment Methods • Contingent methods not always used • Depends on nature of job and legal mandates • Examples • Valid license • Security clearance check • Drug tests • Medical exams

  35. Drug Testing • Characteristics and effectiveness • Types of tests • Administration • Exh. 9.20: Example of anOrganizational Drug Testing Program • Smoking • Evaluation • Recommendations: Effective drug testing program

  36. Exh. 9.20: Example of anOrganizational Drug Testing Program

  37. Medical Exams • Identifies potential health risks in job candidates • Important to ensure medical exams are requiredonly when a compelling reason exists • Ensures people with disabilities unrelated to job performance are not screened out • Use is strictly regulated by ADA • Lack validity as procedures vary by doctor • Not always job related • Often emphasizes short- rather than long-term health • New approach -- Job-related medical standards

  38. Legal Issues • Uniform Guidelines on Employee Selection Procedures (UGESP) • Selection under the Americans with Disabilities Act (ADA) • Drug testing

  39. Legal Issues: Uniform Guidelines on Employee Selection Procedures (UGESP) • General principles • Technical standards • Documentation of impact andvalidity evidence • Definitions • Makes substantial demands of a staffing system • Ensures awareness of possibility of adverse impactin employment decisions • If adverse impact is found, mechanisms providedto cope with it

  40. Legal Issues: ADA and Drug Testing • Selection under the Americans with Disabilities Act (ADA) • General principles • Access to job application process • Reasonable accommodationto testing • Medical examinations • Drug testing • UGESP • Drug testing

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