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Gamification in recruitment and selection

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Georgiou, K. & Nikolaou, I. (2017). Gamification in recruitment and selection. In I. Nikolaou (2017): European Network of Selection Researchers (ENESER) Symposium; Recruitment in the Digital Era. 18th congress of the European Association of Work and Organizational Psychology (EAWOP), Dublin Ireland.

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Gamification in recruitment and selection

  1. 1. Ioannis Nikolaou Konstantina Georgiou EAWOP 2017 Athens University of Economics and Business Athens, Greece
  2. 2. Gamification - a top trend in the field of recruitment & selection! Game elements are applied to non-game contexts to evoke game like experiences & behaviors “You can discover more about a person in an hour of play than in a year of conversation” Plato Effectiveness in the selection process? EAWOP 2017
  3. 3.  Improve recruitment process  applicant pool, organizational image, positive behavioral intentions (Chow & Chapman, 2013)  Efficient in candidates skills assessment  difficult for test-takers to fake, elicit job relevant behaviors, prediction of job performance (Armstrong, Landers & Collmus, 2016) EAWOP 2017
  4. 4.  Address calls for research on the main psychometric properties of serious games development (Armstrong et al., 2016)  Identify new avenues of selection methods by developing a gamified assessment method  An empirical analysis of the efficacy of a gamified selection method based on a Situational Judgment Test (SJT)  Construct validity EAWOP 2017
  5. 5.  SJTs: a popular personnel selection method (Weekley & Ployhart, 2006)  assess job-related skills, predict future job performance  low adverse impact, positive applicant reactions  video technology successfully applied  SJT development to assess candidates’ soft skills: resilience, adaptability, flexibility and decision-making  Guidelines of Motowidlo, Dunnette, & Carter (1990) EAWOP 2017
  6. 6.  A) 8 Subject Matter Experts:  Cohen’s Kappa (over .75)  7 Scenarios per skill, Scoring key  B) 130 test takers:  Hit ratio analysis  Scores per scenario from .60 to .85 (appropriate levels of congruence) Content Validity EAWOP 2017
  7. 7. Sample: N=321 business school students/graduates  Gender: 60.7% female, 39.3% male  Average Age: 26.5 years (SD = 5.41)  Education: 15.3% high school, 42.4% bachelor, 41.6% master, 0.6% PhD Process: Completion of SJT & well-established measures:  Resilience (Wagnild & Young, 1993): α= .89  Adaptability (Martin, Nejad, Colmar & Liem, 2012): α= .89  Flexibility (Lee & Ashton, 2004): α= .74  Decision-making (Mincemoyer & Perkins, 2003): α= .77 Construct Validity EAWOP 2017
  8. 8. SJT’s Construct Validity:  Convergent validity  Regression coefficients for SJT’s dimensions: resilience (β=.350), adaptability (β=.166), decision-making (β=.389), flexibility (β=.366) are significant (p<.001) and moderately correlated to well-established measures  Discriminant validity  Inter-correlations among SJT’s dimensions at a very low level (e.g. resilience is related to decision-making (β=.104) and flexibility (β=.-140), p<.001) EAWOP 2017
  9. 9. EAWOP 2017 The SJT was converted into an online adventure gamified assessment adapting the scenarios into fictional dilemmas  4 Islands: 4 skills https://www.owiwi.co.uk/
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  12. 12. Construct validity  Convergent validity (N=97)  Regressing with well-established measures (from β= .447 to β= .570, p<.001)  Discriminant validity  CFA: Satorra‐Bentler Scaled χ2 (N=410) = 306.94, p=.05; CFI= .81, NNFI= .79; IFI = .80; RMSEA= .046, 90% interval (.037, .085)  Paths among game’s dimensions are low to medium (from .35 to .50)  indication of discrimination between the facets (Bagozzi, Yi, & Phillips, 1991) Congruence between the game & SJT (N=97): Pearson r from .541 to .595, p<.001 EAWOP 2017
  13. 13.  Preliminary support of construct validity of a gamified selection method based on a SJT  Game elements can be applied to SJTs to effectively assess candidates’ soft skills  Extend selection methods and gamification’s literature  exploring a major psychometric property of a gamified selection method  emphasizing the use of serious games that focus on behavior, an important criterion in employee selection  Further explore whether gamified assessments methods are better able to elicit behaviors than traditional selection methods EAWOP 2017
  14. 14.  Reliability: Test – retest  Predictive Validity  Incremental Validity EAWOP 2017
  15. 15.  Organizations might improve their selection process  Benefits of gamified selection methods (ease of administration, test a large group at once/on various locations, automatically record answers)  Applicants perceive the multimedia tests as more valid and enjoyable and are more satisfied with the selection process  Increase organizational attractiveness and positive behavioral intentions (e.g., accepting a job offer)  Recruiters might minimize the “cost” of bad hires  Obtain higher quality candidates: serious games are more difficult to fake and better able to elicit behaviors than traditional selection methods EAWOP 2017
  16. 16. Thank you Ioannis Nikolaou E-mail: inikol@aueb.gr EAWOP 2017
  17. 17.  Armstrong, M. B., Landers, R. N., & Collmus, A. B. (2016). Gamifying Recruitment, Selection, Training, and Performance Management.  Bagozzi, R. P., Yi, Y., & Phillips, L. W. (1991). Assessing Construct Validity in Organizational Research. Administrative Science Quarterly, 36, 421-458.  Chow, S., & Chapman, D. (2013). Gamifying the employee recruitment process. Paper presented at the Proceedings of the First International Conference on Gameful Design, Research, and Applications.  Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Hillsdale, NJ: Lawrence Erlbaum.  Lee, K., & Ashton, M. C. (2004). Psychometric properties of the HEXACO personality inventory. Multivariate Behavioral Research, 39(2), 329-358.  Martin, A. J., Nejad, H., Colmar, S., & Liem, G. A. D. (2012). Adaptability: Conceptual and empirical perspectives on responses to change, novelty and uncertainty. Australian Journal of Guidance and Counselling, 22(01), 58-81.  Mincemoyer, C. C., & Perkins, D. F. (2003). Assessing decision-making skills of youth. Paper presented at the The Forum for Family and Consumer Issues.  Motowidlo, S. J., Dunnette, M. D., & Carter, G. W. (1990). An alternative selection procedure: The low-fidelity simulation. Journal of Applied Psychology, 75(6), 640.  Wagnild, G. M., & Young, H. (1993). Development and Psychometric Evaluation of the Resilience Scale. Journal of nursing measurement, 1(2).  Weekley, J. A., & Ployhart, R. E. (2006). An introduction to situational judgement testing. Situational judgment tests: Theory, measurement, and application, 1-12. EAWOP 2017

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