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Predictors: Résumés are among the most popular screening methods. This makes sense Applicants perceive them as fair (Steiner & Gilliland 1996) Detailed background on what a person has done Can be linked to job analysis information No cost to collect them. This also seems strange - PowerPoint PPT Presentation
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Predictors: Résumés are among the most popular screening methods
This makes sense Applicants perceive
them as fair (Steiner & Gilliland 1996)
Detailed background on what a person has done
Can be linked to job analysis information
No cost to collect them
This also seems strange Easy to fake Biased information
(only good things are mentioned)
Hard to compare Expensive in terms of
employee time
Unit 2, Lecture 4: Initial Selection Techniques
Predictors: Seniority and Experience
Definitions Seniority
Length of service with organization, department, or job Experience
Not only length of service but also kinds of activities an employee has undertaken
Why so widely used? Direct experience in a job content area reflects an
accumulated stock of KSAOs necessary to perform job Information is easily and cheaply obtained Protects employee from capricious treatment and favoritism Promoting senior or experienced employees is socially
acceptable -- viewed as rewarding loyalty
Unit 2, Lecture 4: Initial Selection Techniques
Employees typically expect promotions will go to most senior or experienced employee
Relationship to job performance Seniority is unrelated to job performance Experience is moderately related to job performance,
especially in the short run Experience is superior because it is:
a more valid method than seniority more likely to be content valid when past or present jobs
are similar to the future job Experience is unlikely to remedy initial performance
difficulties of low-ability employees is better suited to predict short-term rather than long-term
potential
Unit 2, Lecture 4: Initial Selection Techniques
Predictors: Seniority and Experience
Experience is nearly universally used to select individuals
There are many different ways to conceptualize experience however Levels of specificity: do you measure just the
specific tasks (from job analysis) the person is doing, or do you measure the entire scope of the job?
Measurement mode: do you measure quantity, quality, or type of experience?
Unit 2, Lecture 4: Initial Selection Techniques
Predictors: Seniority and Experience
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Unit 2, Lecture 4: Initial Selection Techniques
Quinones, Ford, & Teachout (1995) showed that work experience is not a unitary concept by demonstrating by meta-analysis that the overall correlation of experience and job performance is .27 (Time = number of years, months practiced, times performed. Type = experience similar in type and size to target job. Athe the unit of analys of task, job, organization
Predictors: Seniority and Experience
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Low complexity High complexity
Unit 2, Lecture 4: Initial Selection Techniques
(McDaniel, Schmidt, & Hunter, 1988) N = 16,058
The correlation between job experience and job performance moderated by two variables:
1.length of experience
2.job complexity
The highest correlations were found for those with
1.low mean levels of job experience
2.for jobs that place low levels of cognitive demands on employees
Predictors: Seniority and Experience
Predictors: Education and Job Performance
Arguments for using education (Roth & Bobko, 2000) Indicator for job skills Measures how smart
people are (r=.50+) Measures
conscientiousness (r=.35)
Cheap and objective
Arguments against using education Why not measure
intelligence and skills directly?
Years of education is vague
Potential for adverse impact against minorities
Unit 2, Lecture 4: Initial Selection Techniques
Correlations between Education and Performance
00.050.1
0.150.2
0.250.3
0.350.4
0.45
Years ofEducation
GPA(overall)
GPA(business
jobs)
GPA(medical
jobs)
GPA(education
jobs)
Unit 2, Lecture 4: Initial Selection Techniques(Roth, BeVier, Switzer, & Schippmann, 1996)
Predictors: Education and Job Performance
Predictor: Job Specific Knowledge and Aptitude Tests
Work samples Actual physical mock up of job tasks In-basket exercises for managerial tasks Relationship with job performance r=0.54
Job knowledge Questions regarding factual and procedural
elements of the job Relationship with job performance r=0.48
Advantages and disadvantages of testing directly?
Unit 2, Lecture 4: Initial Selection Techniques
Predictor: Situational Judgment Tests
Present job applicants with realistic, job related scenarios and evaluate their responses based on a careful analysis of the tasks performed on the job
Scores are relative to those provided by experts in the content area
Results from studies of organizations show that SJTs are predictive of job performance are related to traits like general mental ability and
personality
Unit 2, Lecture 4: Initial Selection Techniques
Sales Scenario You are a Business Representative in the MSD Group. You have been in contact with an import company, CREO Imports, that is
developing its electronic equipment import business. This company has never had any personal contact with XYZ and has never shipped with XYZ. Most of its shipments have been truck to local markets, but the company is very interested in extending its reach. Its orders in these new markets correspond to 45 loads worth $110,000 in the first month, which represents a significant opportunity for XYZ.
The only relationship between CREO Imports and XYZ is your series of phone calls. You feel that a face-to-face meeting with them will be the most effective way to further the relationship and help them feel comfortable with using your services.
For each of the following questions, choose the best possible response.
1. What information would MOST help you to convince your management of the potentialopportunity at CREO?
A. Comparison numbers for electronic equipment traffic vs. other traffic.B. A review of XYZ’s service capabilities from the ports.C. The customer’s projected shipping volume and the revenue generted.D. Revenue and volume information on all electronic equipment import customers.
2. What would be the MOST important thing to ask the customer to help you plan themost productive first meeting?
A. What the customer hopes to accomplish at the meeting.B. What the customer’s strategic market goals are.C. What the customer takes into consideration when choosing a transportation provider.D. How the company is currently shipping.
3. What should be the primary focus of your initial meeting with the customer?
A. The benefits XYZ can offer the company as it moves into new markets.B. Basic shipping information for inexperienced shippers.C. Potential problems that may occur.D. Other electronic equipment traffic that XYZ ships from ports.
Unit 2, Lecture 4: Initial Selection Techniques
Predictor: Situational Judgment Tests
Predictor: General mental ability for selection
Critical area for measurement Everyone agrees that they want smarter employees Intelligence would seem to matter for every single
aspect of job performance There is evidence that this is something that is
fairly stable within a person Why are intelligent individuals better at their
jobs?
Unit 2, Lecture 4: Initial Selection Techniques
What is it? It goes by many names: g, general mental ability, IQ,
intelligence A general measure of cognitive functioning that should work
across several different domains First proposed by Francis Galton, an English geneticist and
relative of Darwin It remains one of the most studied of all human
characteristics Is it really a trait? Is it stable?
Test re-test (age 6 to 18=0.77; age 12 to age 18=0.89) Estimates of heritability range as high as h2=0.75
So what’s the alternative? The SAT/GRE dimensions Howard Gardner’s theory of multiple intelligences
Unit 2, Lecture 4: Initial Selection Techniques
Predictor: General mental ability for selection
After taking into account gender and physical stature, brain size is correlated about .40 with IQ
The speed of nerve conduction is also correlated with IQ
Energy expended during problem solving is inversely related to IQ levels
The brain waves of individuals with higher IQs respond more quickly to simple sensory stimuli (clicks, lights)
Unit 2, Lecture 4: Initial Selection Techniques
Predictor: General mental ability for selection
Correlation of GMA (1980) with life outcomes (1990)Sample size = 8891 (NLSY)
-0.30
-0.20
-0.10
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0.60
0.70
Education Income Self-esteem Weeksunemployed
Criteria
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Data clearly show that general mental ability as measured by the ASVAB is correlated with education levels, income, self-esteem, and weeks of unemployment even with a 10-year gap between measures
Unit 2, Lecture 4: Initial Selection Techniques
Predictor: General mental ability for selection
Job complexity
Proficiency ratings
Training success
General job familiesHigh (synthesizing/coordination) 0.59 0.50 15%Medium (compiling/computing) 0.51 0.57 63%Low (comparing/copying) 0.40 0.54 18%
Industrial job familiesHigh (setup work) 0.56 0.65 3%Low (feedback/offbearing) 0.23 n/a 2%
GATB Validity for: % of U.S. Workers in these
occupations
Unit 2, Lecture 4: Initial Selection Techniques
GMAEverything
else
Nuclear weapons specialist 77.3% 0.8%Air crew operations specialist 69.7% 1.8%Weather specialist 68.7% 2.6%Intelligence specialist 66.7% 7.0%Fireman 59.7% 0.6%Dental assistant 55.2% 1.0%Security police 53.6% 1.4%Vehicle maintenance 49.3% 7.7%General maintenance 28.4% 2.7%
Percentage of training success explained by:
(Hunter and Hunter, 1984; Ree and Earles, 1990)
Predictor: General mental ability for selection
Unit 2, Lecture 4: Initial Selection Techniques
Predictor: General mental ability for selection
We can train people to do things where skills are concerned. But there is one capability we do not have and that is to change a person’s attitude. So we prefer an unskilled person with a good attitude…to a highly skilled person with a bad attitude Herb Kelleher, CEO, Southwest Airlines
Most organizations want to hire people based on their personalities, but personality is notoriously difficult to measure
Unit 2, Lecture 4: Initial Selection Techniques
Predictor: Personality
Dimensions of personality: Meta-analytic results
Unit 2, Lecture 4: Initial Selection Techniques
Predictor: Personality
Conscientiousness Tendency towards orderliness, dutifulness,
achievement striving, self-discipline, and caution
Are there positive features of this trait? Are there drawbacks? When do you think this would be most
important?
Unit 2, Lecture 4: Initial Selection Techniques
Predictor: Personality
Summary of processes Increases goal setting behaviors Increases self-efficacy Increases value placed on social order and
conformity Summary of situational effects
Stronger effects when situations are weak or when supervision is non-existent
Average conscientiousness of a group is related to group performance
Can actually decrease performance for novel tasks
More likely to be entrepreneurs Unit 2, Lecture 4: Initial Selection Techniques
Conscientiousness
Predictor: Personality
A tendency towards friendliness, gregariousness, assertiveness, activity, and excitement seeking
Are there positive features of this trait? Are there drawbacks? When do you think this would be most
important?
Unit 2, Lecture 4: Initial Selection Techniques
Extroversion
Predictor: Personality
Summary of processes Decreases blood flow to frontal lobes Both introverts and extraverts are trying to regulate their
level of psychological arousal Associated with increased self-efficacy Linked to achievement motivation
Summary of situational effects More important in social situations like leadership Can increase citizenship behavior (helping) in some social
situations Extraversion is a hindrance in distributive bargaining Higher variability in extroversion linked to superior group
performanceUnit 2, Lecture 4: Initial Selection Techniques
Extroversion
Predictor: Personality
A tendency towards trust, morality, altruism, cooperation, modesty, and sympathy
Are there positive features of this trait? Are there drawbacks? When do you think this would be most
important?
Unit 2, Lecture 4: Initial Selection Techniques
Agreeableness
Predictor: Personality
Summary of processes Associated with values of benevolence and traditionalism Has a relatively large negative relationship with goal-setting Breaks into two dimensions—morality and conflict
avoidance Summary of situational effects
Agreeable individuals are more helpful in minimally constrainted situations
Agreeable individuals prefer tasks calling for helping, but dislike tasks calling for conflict
Agreeableness does not moderate helping friends or family—but agreeableness does moderate helping strangers
Agreeableness is related to citizenship and helping performance in groups (not surprisingly)
Agreeableness is a hindrance in distributive bargainingUnit 2, Lecture 4: Initial Selection Techniques
Agreeableness
Predictor: Personality
A tendency towards imagination, artistic interests, emotionality, adventurousness, “intellect”, and liberalism
Are there positive features of this trait? Are there drawbacks? When do you think this would be most
important?
Unit 2, Lecture 4: Initial Selection Techniques
Openness to experience
Predictor: Personality
Summary of processes Increased activity in the dopamine systems More flexible organization of ideas Mildly linked to goal setting motivation Place more value on universalism and self-
direction; tend to distain conformity and tradition Summary of situational effects
Open individuals learn faster in situations calling for change
Openness is very strongly linked to creativity More likely to be entrepreneurs
Unit 2, Lecture 4: Initial Selection Techniques
Openness to experience
Predictor: Personality
Summary of processes Increased sensitivity to environmental stimuli due to
activation of the sympathetic nervous system Linked to worry, negative emotional states, and increased
use of avoidance coping strategies Negatively linked to all aspects of motivation
Summary of situational effects Less likely to do well as entrepreneurs Higher variability in neuroticism negatively linked to team
performance Interesting—not more likely to turnover from jobs and
relationships with performance as a whole are weak
Unit 2, Lecture 4: Initial Selection Techniques
Neuroticism
Predictor: Personality
Core Self-Evaluations
Scale items I am confident I get the success I deserve in life. I am capable of coping with most of my problems. There are times when things look pretty bleak
and hopeless to me (R). When I try, I generally succeed. I determine what will happen in my life. I am filled with doubts about my competence (R)
Unit 2, Lecture 4: Initial Selection Techniques
Predictor: Personality
These are measures of core self-evaluations Typical features
Positive self image (self-esteem and self-efficacy)
Internal locus of controlLow neuroticism
Stability can be inferred from self-esteem measures Test-retest correlations among adults over
periods around two years typically average around 0.60
Lower stability in very young and very old individuals
Unit 2, Lecture 4: Initial Selection Techniques
Predictor: Personality
Core Self Evaluations: Normal Personality
People with positive self-evaluations set higher goals for themselves, which is a major reason for their higher levels of performance (Erez & Judge, 2001)
Unit 2, Lecture 4: Initial Selection Techniques
Predictor: Personality
Core Self Evaluations: Performance
Predictor: PersonalityBig Five Personality Traits at Work
Unit 2, Lecture 4: Initial Selection Techniques
Predictor: Interviews
Would you ever work at a company that didn’t interview you first? Why or why not? What do you try to learn in an interview?
Would you ever hire an applicant that hadn’t been interviewed first? Why or why not? What do managers try to learn in an interview?
As an applicant, what are the best and worst interview experiences you’ve had
Unit 2, Lecture 4: Initial Selection Techniques
Questions
Interviews are very familiar and very important
Applicants typically like them Asked applicants to
rate lots of methods of selection
They liked interviews, simulations, and job knowledge tests the best
They liked personality and life history items the least
Organizations typically like them too Interviews are the
most common selection method in real organizations
Managers may prefer candidates they have met prior to hiring
Unit 2, Lecture 4: Initial Selection Techniques
Predictor: Interviews
What do interviewees say that they’re looking for?
In general, research suggests that applicants prefer: Non-invasive questions Interviewers who know something about the job (preferably not someone from HR)
Interviewers’ general interpersonal skills Warmth Sincerity Listening skills
However, job characteristics are much more predictive of applicant intentions to take a job than are their perceptions of interviewers
Interviewers are seen as signals of the company’s culture
Unit 2, Lecture 4: Initial Selection Techniques
Predictor: Interviews
Huffcutt, Conway, Roth, & Stone:Constructs Measured in Interviews
Tried to build up a taxonomy of constructs that might be relevant for job performance Mental capability, since most jobs obviously involve some
mental operations The actual declarative information a person has stored
regarding the job (knowledge and skills) Personality traits as represented by the FFM Applied social skills, which are apropos because interviews
might be especially good for measuring these Fit with the values of the organization, that again might be
difficult to assess outside of a conversation
Unit 2, Lecture 4: Initial Selection Techniques
Predictor: Interviews
Research Had Demonstrated GMA Loadings for InterviewsInterview characteristics rc
Overall relationship 0.40
Structure Low 0.52
Medium 0.40
High 0.35
Content Situational 0.32
Behavioral 0.18
Ability scores available?
Yes 0.59
No 0.38
Interviews are correlated with GMA More structured interviews
are less correlated with ability
Situational interviews are more correlated with ability
When scores are available, interviewers engage in confirmatory biases
It may be that structured interviews are sometimes designed to avoid ability.
Huffcutt & Roth, 1996Unit 2, Lecture 4: Initial Selection Techniques
Predictor: Interviews
Huffcutt, Conway, Roth, & Stone: Constructs Measured in Interviews
Structure
Overall Low High
General intelligence .24 .26 .11
Job knowledge .42 .49 .33
Extroversion .33 .22 .40
Conscientiousness .33 .24 .37
Agreeableness .51 .25 .53
Emotional stability .47 .18 .56
Interpersonal skills .39 .31 .40
Communication skills
.26 .05 .31
Leadership .47 .40 .40
Org. fit .49 .07 .58
Interviewers are basically looking for the same things that most tests are
Results suggest that structured interviews may do a slightly better job at getting personality
Unit 2, Lecture 4: Initial Selection Techniques
Predictor: Interviews
Huffcutt, Conway, Roth, & Stone:Constructs Measured in Interviews Structured interviews appear to be better
at measuring several constructs that are important for job performance
Unstructured interviews appeared to show larger race and sex differences
Interviews are not really completely different from tests, they measure many of the constructs we try to assess with tests
Unit 2, Lecture 4: Initial Selection Techniques
Predictor: Interviews
Are there trade offs in which interview methods are best?
Legal defensibility?
Face validity? Content
validity? Criterion-
related validity?
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Unit 2, Lecture 4: Initial Selection Techniques
Predictor: Interviews
Methods for structured interviews Behavioral interviews
Tell me about a time that you showed leadership skills…
Premise: past behavior predicts future behavior
Development Get lists of critical
behaviors through interviewing incumbents and SMEs
Develop scoring systems based on points for quality of each response
Situational interviews Calculate a product
demand forecast given this raw data…
Premise: performance best demonstrated by real life situation
Development Get lists of typical tasks
through interviewing incumbents and SMEs
Develop scoring systems based on points for each responseUnit 2, Lecture 4: Initial Selection Techniques
Predictor: Interviews
Very common, but hopelessly vague questions Tell me about yourself…
Problem: Totally unstandardized What would you say is your greatest
strength? Problem: Again, unstandardized; difficult to
define what a “good” answer is Describe a challenge you faced at your last
job; how did you overcome it? No assurance this challenge is similar to the
current jobUnit 2, Lecture 4: Initial Selection Techniques
Predictor: Interviews
Common behavioral interview questions Describe a time when you independently decided that
something needed to be done, and you independently took responsibility for making certain it was done.
Tell me about a problem that you tried to solve (at work) related to task xxx on the job description. How did you identify and solve the problem?
Describe a time when you tried to persuade someone to do something that he/she was unwilling to do.
Describe a time when you had to do task xxx on the job description.
Unit 2, Lecture 4: Initial Selection Techniques
Predictor: Interviews
Example: Developing a behavioral interview
Tell me about a time when you have worked with customers who were angry. If you haven’t worked with customers, tell me about another time you dealt with an angry person.
Examples of behaviors: 0 points: complained about customers and explained how they
refused to back down 1 point: gave a full refund or caved in completely without any
supporting information; described feeling stressed out 2 points: politely told the person that policy says no refunds are
given; note customer seemed to be happy in the end 3 points: apologize and explain that while store policy requires a
receipt, the person is welcome to contact the manager with further questions; note a positive feeling from the customer at the end
Unit 2, Lecture 4: Initial Selection Techniques
Predictor: Interviews
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