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Copyright © 2004 South-Western. All rights reserved. 5–2
ObjectivesAfter studying this chapter, you should be able to:
1. Explain the objectives of the personnel selection process.
2. Identify the various sources of information used for personnel selection.
3. Compare the value of different types of employment tests.
4. Illustrate the different approaches to conducting an employment interview.
5. Describe the various decision strategies for selection.
Copyright © 2004 South-Western. All rights reserved. 5–3
Matching People and Jobs
• SelectionThe process of choosing individuals who have
relevant qualifications to fill existing or projected job openings.
• Selection ConsiderationsPerson-job fit: job analysis identifies required
individual competencies (KSAOs) for job success.Person-organization fit: the degree to which
individuals are matched to the culture and values of the organization.
Copyright © 2004 South-Western. All rights reserved. 5–4
The Goal of Selection:Maximize “Hits”
Figure 5.1Presentation Slide 5–1
MISSMISS InaccurateInaccuratepredictionprediction
(Person would have (Person would have succeeded on the succeeded on the
job)job)
MISSMISS InaccurateInaccuratepredictionprediction
(Person would have (Person would have succeeded on the succeeded on the
job)job)
HITHIT AccurateAccuratepredictionprediction
(Person succeeds (Person succeeds on the job)on the job)
HITHIT AccurateAccuratepredictionprediction
(Person succeeds (Person succeeds on the job)on the job)
HITHIT AccurateAccuratepredictionprediction
(Person would not (Person would not have succeeded on have succeeded on
the job)the job)
HITHIT AccurateAccuratepredictionprediction
(Person would not (Person would not have succeeded on have succeeded on
the job)the job)
MISSMISS Inaccurate Inaccurate predictionprediction
(Person fails on the (Person fails on the job)job)
MISSMISS Inaccurate Inaccurate predictionprediction
(Person fails on the (Person fails on the job)job)
Predicted Success
Job
Per
form
ance
Low
Low
High
High
Copyright © 2004 South-Western. All rights reserved. 5–5
Steps in the Selection Process
Figure 5.2
Note: Steps may vary. An applicant may be rejected after any step in the process.
Completion of applicationCompletion of application
Initial interview in HR department
Initial interview in HR department
Employment testing(aptitude, achievement)
Employment testing(aptitude, achievement)
Background investigationBackground investigation
Preliminary selection in HR department
Preliminary selection in HR department
Supervisor/team interviewSupervisor/team interview
Medical exam/drug testMedical exam/drug test
Hiring decisionHiring decision
Copyright © 2004 South-Western. All rights reserved. 5–6
The Selection Process
• Obtaining Reliable and Valid InformationReliability
The degree to which interviews, tests, and other selection procedures yield comparable data over time and alternative measures.
Validity Degree to which a test or selection procedure measures
a person’s attributes.
Copyright © 2004 South-Western. All rights reserved. 5–7
Reliability as Stability over Time
HIGH RELIABILITY TEST RETEST
APPLICANT SCORE SCORESmith 90 93Perez 65 62Riley 110 105Chan 80 78
VERY LOW RELIABILITY TEST RETESTAPPLICANT SCORE SCORESmith 90 72Perez 65 88Riley 110 67Chan 80 111
Presentation Slide 5–2
Copyright © 2004 South-Western. All rights reserved. 5–8
Reliability as Consistency (Interrater Reliability)
HIGH RELIABILITY
APPLICANT Rater #1 Rater #2 Rater #3Smith 9 8 8Perez 5 6 5Riley 4 5 5Chan 8 8 8
VERY LOW RELIABILITY
APPLICANT Rater #1 Rater #2 Rater #3Smith 9 5 6Perez 5 9 4Riley 4 2 7Chan 8 4 2
Presentation Slide 5–3
Copyright © 2004 South-Western. All rights reserved. 5–9
ValidandInvalidTests
Presentation Slide 5–4
Copyright © 2004 South-Western. All rights reserved. 5–10
Validation Approaches
• Criterion-related ValidityThe extent to which a selection tool predicts, or
significantly correlates with, important elements of work behavior. A high score indicates high job performance potential;
low score is predictive of low job performance.
• Concurrent ValidityThe extent to which test scores (or other predictor
information) match criterion data obtained at about the same time from current employees. High or low test scores for employees match their
respective job performance.
Copyright © 2004 South-Western. All rights reserved. 5–11
Validation Approaches cont’d
• Predictive ValidityThe extent to which applicants’ test scores match
criterion data obtained from those applicants/ employees after they have been on the job for some indefinite period. A high or low test score at hiring predicts high or low job
performance at a point in time after hiring.
• Correlation CoefficientA number ranging from 0.00, denoting a complete
absence of relationship, to 1.00 and to -1.00, indicating a perfect positive and perfect negative relationship, respectively.
Copyright © 2004 South-Western. All rights reserved. 5–13
Validation Approaches (cont’d)
• Content validityThe extent to which a selection instrument, such
as a test, adequately samples the knowledge and skills needed to perform a particular job. Example: typing tests, driver’s license examinations
• Construct validityThe extent to which a selection tool measures a
theoretical construct or trait.Are difficult to validate
Example: creative arts tests, honesty tests
Copyright © 2004 South-Western. All rights reserved. 5–14
Validation Approaches
• Cross-validationVerifying the results obtained from a validation
study by administering a test or test battery to a different sample (drawn from the same population).
• Validity generalizationThe extent to which validity coefficients can be
generalized across situations.
Copyright © 2004 South-Western. All rights reserved. 5–15
Steps in Validating a Test (Criterion-Related Validity)
Presentation Slide 5–5
Examination of the jobExamination of the job Job analysis/specificationsJob analysis/specifications
Examination of the jobExamination of the job Job analysis/specificationsJob analysis/specifications
Selection of criteriaSelection of criteriaSelection of criteriaSelection of criteria
Relate test scores to criterion data, Relate test scores to criterion data, then cross validatethen cross validate
Relate test scores to criterion data, Relate test scores to criterion data, then cross validatethen cross validate
Plan research for test Plan research for test (continuing cross validation)(continuing cross validation)
Plan research for test Plan research for test (continuing cross validation)(continuing cross validation)
Collect criterion data Collect criterion data (concurrent method)(concurrent method)
Collect criterion data Collect criterion data (concurrent method)(concurrent method)
Selection of tests Selection of tests for tryoutfor tryout
Selection of tests Selection of tests for tryoutfor tryout
Administer testsAdminister testsAdminister testsAdminister tests
Analyze follow-up dataAnalyze follow-up dataAnalyze follow-up dataAnalyze follow-up data
Interpret results for operational Interpret results for operational use of testsuse of tests
Interpret results for operational Interpret results for operational use of testsuse of tests
Include test(s) in selection Include test(s) in selection process (operational)process (operational)
Include test(s) in selection Include test(s) in selection process (operational)process (operational)
Revise operational programRevise operational programRevise operational programRevise operational program
Collect criterion data Collect criterion data (predictive method)(predictive method)
Collect criterion data Collect criterion data (predictive method)(predictive method)OR
Alternative/optional
Copyright © 2004 South-Western. All rights reserved. 5–16
Sources of Information about Job Candidates
• Application Forms• Online Applications
• Biographical Information Blanks (BIB)
• Background Investigations• Polygraph Tests
• Integrity and Honesty Tests
• Graphology
• Medical Examinations
• Employment Tests• Interviews
Presentation Slide 5–6
Copyright © 2004 South-Western. All rights reserved. 5–17
The Effectiveness of Selection Methods
Figure 5.4
Source: David E. Terpstra, “The Search for Effective Methods.” Reprinted from HRFocus, May 1996. © 1996 American Management Association International. Reprinted by permission of American Management Association International, New York, NY. All rights reserved. http://www.amanet.org/.
In a survey of 201 HR executives, participants were asked which selection methods produce the best employees. The mean rating for nine methods on a 5-point scale (1 = not good, 3 = average, 5 = extremely good):
Work samples 3.68References/recommendations 3.49Unstructured interviews 3.49Structured interviews 3.42Assessment centers 3.42Specific aptitude tests 3.08Personality tests 2.93General cognitive ability tests 2.89Biographical information blanks 2.84
Copyright © 2004 South-Western. All rights reserved. 5–18
That’s My Story and I’m Sticking to It
Figure 5.5
Source: Examples are from several companies, including Robert Half International. “Beware of Resumania,” Personnel Journal, April 1996, 28. Reprinted with permission.
Copyright © 2004 South-Western. All rights reserved. 5–19
How HR Uses Background Investigations
Figure 5.6Source: Society for Human Resource Management (SHRM).
Percentage of respondents conducting the following checks:
Contact references provided by candidate 75%
Verify schools attended and degrees earned 62%
Contact people suggested by references 42%
Check driving records 41%
Verify reference letters provided by candidate 30%
Run credit checks 25%
Copyright © 2004 South-Western. All rights reserved. 5–20
Application Forms
• Application date• Educational background• Experience• Arrests and convictions• Country of citizenship
• References• Disabilities
Copyright © 2004 South-Western. All rights reserved. 5–21
Biographical Information Blanks
• Sample Questions:
At what age did you leave home?
How large was the town/city in which you lived as a child?
Did you ever build a model airplane that flew?
Were sports a big part of your childhood?
Do you play any musical instruments?
Copyright © 2004 South-Western. All rights reserved. 5–22
Background Investigations
• Checking ReferencesLetters of referenceMail and telephone checks
Specific job-related information
Family Educational Rights Privacy Act of 1974 (FERPA) Requires signed requests for reference letters and
signed consent to background checks. Applies to both educational and private employers.
Failure to Check References Negligent hiring liabilities
Copyright © 2004 South-Western. All rights reserved. 5–23
Background Investigations (cont’d)
• Organizations using credit reports must:
Advise and receive written consent from applicants if a report will be requested.
Provide a written certification to the consumer reporting agency as to the purpose of the report.
Provide applicants a copy of the consumer report as well as a summary of their rights under the CCRRA.
Must provide an adverse-action notice a person if that person is not hired and contact information related to the reporting agency.
Copyright © 2004 South-Western. All rights reserved. 5–24
Employee Polygraph Protection Act (1988)
• Use of “lie detectors” is largely prohibited.
• Act requires qualified examiners.
• Act requires disclosure of information where used.
• Encouraged employers’ use of paper and pencil integrity and honesty tests.
HRM 1
Copyright © 2004 South-Western. All rights reserved. 5–25
Integrity Test Question Examples
Figure 5.7
Note: The number of items in each category was 2, 8, 13, and 9 respectively.Source: Stephen Dwight and George Alliger, “Reactions to Overt Integrity Test Items,” Educational and Psychological Measurement 57, no. 6 (December 1977): 937–48, copyright © 1997 by Sage Publications, Inc. Reprinted with the permission of Sage Publications, Inc.
Copyright © 2004 South-Western. All rights reserved. 5–26
Background Investigations (cont’d)
• GraphologyThe use of a sample of an applicant’s handwriting to
make an employment decision.
• Medical ExaminationsGiven last as they can be costly.Ensure that the health of an applicant is adequate to
meet the job requirements.Provides a baseline for subsequent examinationsADA requires all exams be job-related and conducted
after an employment offer is made.
Copyright © 2004 South-Western. All rights reserved. 5–27
Drug Testing
• Drug-Free Workplace Act of 1988Testing for illegal drugs is required applicants and
employees of federal contractors.
• Effects of TestingQuestions about the accuracy of results.Applicants testing positive are generally not hired.Current employees testing positive are referred to
employee assistance programs for rehabilitation.
Copyright © 2004 South-Western. All rights reserved. 5–28
Employment Tests
• Employment TestAn objective and standardized measure of a sample
of behavior that is used to gauge a person’s knowledge, skills, abilities, and other characteristics (KSAOs) in relation to other individuals.
Copyright © 2004 South-Western. All rights reserved. 5–29
Percentage of Job Skills Testing in Selected Industries
Figure 5.8
TEST ALL JOB ONLY SELECTINDUSTRY APPLICANTS JOB CATEGORIES
Manufacturing 7% 49%
Financial Services 4% 68%
Wholesale and Retail 0% 53%
Business and Professional Services 2% 57%
Other Services 6% 63%
Source: American Management Association: “Job Skills Testing Questionnaire,” 1998.
Copyright © 2004 South-Western. All rights reserved. 5–30
Classification of Employment Tests
• Cognitive Ability TestsAptitude tests
Measures of a person’s capacity to learn or acquire skills.
Achievement tests Measures of what a person knows or can do right now.
• Personality and Interest Inventories “Big Five” personality factors:
Extroversion, agreeableness, conscientiousness, neuroticism, openness to experience.
Copyright © 2004 South-Western. All rights reserved. 5–31
Is That Your Final Answer?
Figure 5.9
Verbal 1. What is the meaning of the word “surreptitious”?a. covert c. livelyb. winding d. sweet
2. How is the noun clause used in the following sentence?“I hope that I can learn this game.”a. subject c. direct objectb. predicate nominatived. object of the preposition
Quantitative 3. Divide 50 by 0.5 and add 5. What is the result?a. 25 c. 95b. 30 d. 105
4. What is the value of 1442?a. 12 c. 288b. 72 d. 20736
Answers: 1a, 2c, 3d, 4d
Copyright © 2004 South-Western. All rights reserved. 5–32
Is That Your Final Answer? (cont’d)
Figure 5.9
Reasoning 5. ______ is to boat as snow is to ______.a. Sail, ski c. Water, skib. Water, winter d. Engine, water
6. Two women played 5 games of chess. Each woman won the same number of games, yet there were no
ties. How can this be?a. There was a forfeit. c. They played different people.b. One player cheated. d. One game is still in progress.
Mechanical 7. If gear A and gear C are both turning counterclockwise,what is happening to gear B?a. It is turning counterclockwise.b. It is turning clockwise.c. It remains stationary.d. The whole system will jam.
Answers: 5c, 6c, 7b
Copyright © 2004 South-Western. All rights reserved. 5–33
CPI Personality Facets and Sample Items• Agreeableness
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.
• Extroversion Adaptability—For me, change is exciting.
• Neuroticism Self-confidence—I am confident about my skills and
abilities.
• Openness to Experience Independence—I tend to work on projects alone, even if
others volunteer to help me.Figure 5.10
Source: Mark J. Schmit, Jenifer A. Kihm, and Chet Robie, “Development of a Global Measure of Personality,” Personnel Psychology 53, no. 1 (Spring 2000): 153–93.
Copyright © 2004 South-Western. All rights reserved. 5–34
Classification of Employment Tests (cont’d)
• Physical Ability TestsMust be related to the essential functions of the
the job.
• Job Knowledge TestsAn achievement test that measures a person’s
level of understanding about a particular job.
• Work Sample Tests Require the applicant to perform tasks that are
actually a part of the work required on the job.
Copyright © 2004 South-Western. All rights reserved. 5–35
Interviewing Methods
• Nondirective InterviewThe applicant determines the course of the
discussion, while the interviewer refrains from influencing the applicant’s remarks.
• Structured InterviewAn interview in which a set of standardized
questions having an established set of answers is used.
Copyright © 2004 South-Western. All rights reserved. 5–36
Interviewing Methods (cont’d)
• Situational InterviewAn interview in which an applicant is given a
hypothetical incident and asked how he or she would respond to it.
• Behavioral Description Interview (BDI)An interview in which an applicant is asked
questions about what he or she actually did in a given situation.
• Panel InterviewAn interview in which a board of interviewers
questions and observes a single candidate.
Copyright © 2004 South-Western. All rights reserved. 5–37
Interviewing Methods (cont’d)
• Computer InterviewUsing a computer program that requires
candidates to answer a series of questions tailored to the job. Answers are compared either with an ideal profile or with profiles developed on the basis of other candidates’ responses.
• Video interviewsUsing video conference technologies to evaluate
job candidates’ technical abilities, energy level, appearance, and the like before incurring the costs of a face-to-face meeting.
Copyright © 2004 South-Western. All rights reserved. 5–38 HRM 2
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 O.K. 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.”
Sample Situational Interview Question
Copyright © 2004 South-Western. All rights reserved. 5–39
Variables in the Employment Interview
Figure 5.11Presentation Slide 5–7
ApplicantApplicant• KSAOsKSAOs
• EducationEducation• ExperienceExperience• InterestsInterests
• PerceptionsPerceptions• Nonverbal cuesNonverbal cues• Age, sex, race, etc.Age, sex, race, etc.
ApplicantApplicant• KSAOsKSAOs
• EducationEducation• ExperienceExperience• InterestsInterests
• PerceptionsPerceptions• Nonverbal cuesNonverbal cues• Age, sex, race, etc.Age, sex, race, etc.
ContextContext• Purpose of the Purpose of the interviewinterview• Law and regulationsLaw and regulations• Economic issuesEconomic issues
• Physical settingsPhysical settings• Interview structureInterview structure
ContextContext• Purpose of the Purpose of the interviewinterview• Law and regulationsLaw and regulations• Economic issuesEconomic issues
• Physical settingsPhysical settings• Interview structureInterview structure
Interviewer(s)Interviewer(s)• Experience/trainingExperience/training• Age, sex, race, etc.Age, sex, race, etc.
• PerceptionsPerceptions• Nonverbal cuesNonverbal cues• GoalsGoals
Interviewer(s)Interviewer(s)• Experience/trainingExperience/training• Age, sex, race, etc.Age, sex, race, etc.
• PerceptionsPerceptions• Nonverbal cuesNonverbal cues• GoalsGoals
INTERVIEWINTERVIEW____________________________________
ProcessProcess__________________________________________
OutcomeOutcome
(Hiring Decision)(Hiring Decision)
INTERVIEWINTERVIEW____________________________________
ProcessProcess__________________________________________
OutcomeOutcome
(Hiring Decision)(Hiring Decision)
Copyright © 2004 South-Western. All rights reserved. 5–40
Ground Rules for Employment Interviews
• Establish an interview plan
• Establish and maintain rapport
• Be an active listener
• Pay attention to nonverbal cues
• Provide information freely
• Use questions effectively
• Separate facts from inferences
• Recognize biases and stereotypes
• Control the course of the interview
• Standardize the questions asked
Copyright © 2004 South-Western. All rights reserved. 5–41
Reaching a Selection Decision
• Selection Considerations:
Are individuals to be hired according to their highest potential or according to the needs of the organization?
At what grade or wage level to start the individual?
Should selection be for employee- job match, or should advancement potential be considered?
Should those not qualified but qualifiable be considered?
Should overqualified individuals be considered?
What effect will a decision have on meeting affirmative action plans and diversity considerations?
Copyright © 2004 South-Western. All rights reserved. 5–42
“Can-Do”and “Will-Do”Factors in Selection Decisions
Figure 5.12
““Can Do”Can Do”____________________________________________________________
• KnowledgeKnowledge• SkillsSkills• AbilitiesAbilities
““Can Do”Can Do”____________________________________________________________
• KnowledgeKnowledge• SkillsSkills• AbilitiesAbilities
““Will Do”Will Do”____________________________________________________________
• PersonalityPersonality• ValuesValues
• MotivationMotivation
““Will Do”Will Do”____________________________________________________________
• PersonalityPersonality• ValuesValues
• MotivationMotivation
Job PerformanceJob Performance
Copyright © 2004 South-Western. All rights reserved. 5–43
Selection Decision Strategies
ObjectivityObjectivity
Multiple Cutoff Model - MinimumMultiple Cutoff Model - Minimum
Statistical ApproachStatistical Approach
Compensatory Model - AverageCompensatory Model - Average
Multiple Hurdle Model- SequentialMultiple Hurdle Model- Sequential
SubjectivitySubjectivityClinical ApproachClinical Approach
Copyright © 2004 South-Western. All rights reserved. 5–44
Selection Decision Models
• Compensatory ModelPermits a high score in one area to make up for
a low score in another area.
• Multiple Cutoff ModelRequires an applicant to achieve a minimum
level of proficiency on all selection dimensions.
• Multiple Hurdle ModelOnly applicants with sufficiently high scores at
each selection stage go on to subsequent stages in the selection process.
Copyright © 2004 South-Western. All rights reserved. 5–45
Selection Process (cont’d)
• Selection RatioThe number of applicants compared with the
number of people to be hired.
• Cutoff ScoreThe point in a distribution of scores above which
a person is considered and below which a person is rejected.
Copyright © 2004 South-Western. All rights reserved. 5–46
Test Score Scatterplot with Hypothetical Cutoffs
Figure 5.13