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This document discusses the employee selection process. It covers the importance of selection and matching the right candidates to jobs. The selection process involves preliminary screening, reviewing applications and resumes, interviews, tests, and background checks. Interviews are a primary selection method but require structure and legal compliance to avoid biases. The goal is to select candidates most qualified for the job through valid and reliable screening methods.

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Human Resource Management 13th Edition Chapter 6 Selection 6-1Copyright © [2014] Pearson Education
Learning Objectives • Describe the use of biometrics in HR. • Explain the significance of employee selection and identify environmental factors that affect the selection process. • Describe the selection process and explain the importance of preliminary screening. • Describe reviewing applications and résumés. • Explain the significance of recruitment and selection with LinkedIn. 6-2Copyright © [2014] Pearson Education
Learning Objectives (Cont.) • Describe the use of tests in the selection process. • Explain the use of the employment interview in the selection process. • Explain pre-employment screening, negligent hiring, and the selection decision. • Describe human capital metrics and explain the metrics for evaluating recruitment/selection effectiveness. • Explain leadership styles in the global environment. 6-3Copyright © [2014] Pearson Education
HRM in Action: Biometrics for HR? • Biometrics deal with a variety of traits that are not subject to change • Fingerprints, palm prints, facial features, DNA, retinas, irises, odors, rhythm, gait, and voice • Any situation requiring accurate identification • Some believe that biometric data bases would create privacy and security risk 6-4Copyright © [2014] Pearson Education
Selection • Process of choosing the individual best suited for particular position and organization from a group of applicants • Goal is to properly match people with jobs and organization • Selecting wrong person for any job can be costly 6-5Copyright © [2014] Pearson Education
Environmental Factors Affecting the Selection Process • Other HR functions • Legal considerations • Decision-making speed • Organizational hierarchy • Applicant pool • Type of organization • Probationary period • Organizational fit 6-6Copyright © [2014] Pearson Education
Other HR Functions Selection process affects, and is affected by, virtually every other HR function. 6-7Copyright © [2014] Pearson Education
Legal Considerations • Greatly influenced by legislation, executive orders, and court decisions • Guiding principle: Why am I asking this question? • If information is job related, usually asking for the information is appropriate 6-8Copyright © [2014] Pearson Education
Speed of Decision Making • Time available to make the selection decision can have major effect on selection process • Conditions also can impact the needed speed of decision making 6-9Copyright © [2014] Pearson Education
Organizational Hierarchy • Different approaches to selection are generally taken for filling positions at different levels in organization 6-10Copyright © [2014] Pearson Education
Applicant Pool and Selection Ratio • Applicant pool: Number of qualified applicants recruited for a particular job • Selection ratio: Number of people hired for a particular job compared to number of people in applicant pool 6-11Copyright © [2014] Pearson Education
Type of Organization • Private sector: Screen applicants with regard to how they can help achieve profit goals • Government civil service systems: Identify qualified applicants through competitive examinations • Not-for-profit organizations: Applicants must be qualified and dedicated to work 6-12Copyright © [2014] Pearson Education
Probationary Period • Period that permits evaluating an employee’s ability based upon performance • May be a substitute for certain phases of the selection process • Must be job related 6-13Copyright © [2014] Pearson Education
Organizational Fit • Management’s perception of the degree to which the prospective employee will fit in with the firm’s culture or value system • Poor fit—The chemistry was just not right 6-14Copyright © [2014] Pearson Education
The Selection Process External Environment Internal Environment 6-15 Selection Tests Preliminary Screening Employment Interviews Pre-Employment Screening: Background and Reference Investigation Selection Decision Physical Examination New Employee Recruited Candidate RejectedApplicants Review of Applications and Résumés Copyright © [2014] Pearson Education
Selection Technology— Applicant Tracking Systems • Software application designed to help an enterprise select employees more efficiently • Permits managers to oversee the entire selection process • Compile job applications electronically – Quickly amass candidates – Set up interviews – Get new hires on board 6-16Copyright © [2014] Pearson Education
Selection Technology—Candidate Relationship Management • Help manage potential and actual applicants in an organized manner • Capability to search the Internet, and then adds and catalogues resumes and other information to the database • Ability to link with other ATS and any web site 6-17Copyright © [2014] Pearson Education
Preliminary Screening • Removes obviously unqualified individuals • Benefit: Applicant may be qualified for another position with the firm 6-18Copyright © [2014] Pearson Education
Review of Applications • Essential information is included and presented in a standardized format • Application form must reflect firm’s informational needs and EEO requirements. • Preprinted statements are usually included: – Certifies that information provided is accurate – Should state position is employment at will – Gives permission for background check 6-19Copyright © [2014] Pearson Education
Review of Résumés • Résumé: Goal-directed summary of a person’s experience, education, and training developed for use in the selection process • Professional/managerial applicants often begin selection process by submitting résumé • Concept of relevancy is crucial in selling the applicant to the company 6-20Copyright © [2014] Pearson Education
Résumés and Keywords • Most large companies now use automated tracking systems. • Résumés deviating from required style are ignored. • Keywords: Job-related words or phrases used to search databases • Keyword résumé: Adequate description of job-seeker’s characteristics and industry- specific experience using keyword terms 6-21Copyright © [2014] Pearson Education
Trends & Innovations: Recruitment and Selection with LinkedIn • Online social network for professionals • May be valuable in finding a job • Members have created free online profiles about themselves and the number is growing daily • Useful in finding passive candidates 6-22Copyright © [2014] Pearson Education
Selection Tests • Reliable and accurate means of selecting qualified candidates • Cost is small in comparison • Identify attitudes and job-related skills that interviews cannot recognize 6-23Copyright © [2014] Pearson Education
Potential Problems of Using Selection Tests • Can do versus will do • Test anxiety • Legal liabilities 6-24Copyright © [2014] Pearson Education
Characteristics of Properly Designed Selection Tests • Standardization: Uniformity of procedures and conditions of administering test • Objectivity: Everyone scoring a test obtains same results • Norms: Frame of reference for comparing applicant's performance with that of others 6-25Copyright © [2014] Pearson Education
Characteristics of Properly Designed Selection Tests (Cont.) • Reliability: Provides consistent results • Validity: Measures what it is supposed to measure (basic requirement) • Requirement for job relatedness: Must not have adverse impact on minorities, females, and individuals with backgrounds or characteristics protected under law 6-26Copyright © [2014] Pearson Education
Test Validation Approaches • Criterion-related validity: Comparing scores on selection tests to some aspect of job performance • Content validity: Includes certain tasks actually required by job • Construct validity: Measures certain traits or qualities important in performing job 6-27Copyright © [2014] Pearson Education
Forms of Criterion-Related Validity • Concurrent validity: Obtaining test scores and the criterion data at essentially the same time • Predictive validity: Administering a test and later obtaining the criterion information 6-28Copyright © [2014] Pearson Education
Types of Employment Tests • Cognitive aptitude • Psychomotor abilities • Job knowledge • Work-sample • Vocational interests • Personality 6-29Copyright © [2014] Pearson Education
Cognitive Aptitude Tests • Measures individual’s ability to learn, as well as to perform a job • Form of IQ test • Helpful in identifying job candidates who have extensive knowledge bases 6-30Copyright © [2014] Pearson Education
Psychomotor Abilities Tests • Strength • Coordination • Dexterity • Miniaturization in assembly operations 6-31Copyright © [2014] Pearson Education
Job-Knowledge Tests • Measure candidate's knowledge of duties of position for which he or she is applying • Are commercially available 6-32Copyright © [2014] Pearson Education
Work-Sample • Perform set of tasks representative of job • Job related • Produces high validity • Reduces adverse impact • More acceptable to applicants 6-33Copyright © [2014] Pearson Education
Vocational Interests • Indicate occupations in which person is most interested and that will most likely provide satisfaction • Primarily used in counseling and vocational guidance 6-34Copyright © [2014] Pearson Education
Personality Tests • Self-reported measure of: -Traits -Temperaments -Dispositions • Tap into softer areas, such as leadership, teamwork, and personal assertiveness 6-35Copyright © [2014] Pearson Education
Online Assessment • Organizations are increasingly using the Internet to test applicants. –Makes it faster and easier to process applications –Can check job applicants on their alleged technical abilities 6-36Copyright © [2014] Pearson Education
Assessment Centers • Require candidates to perform activities similar to those on the job • Examples: –In-basket exercises –Management games –Leaderless discussion groups –Mock interviews 6-37Copyright © [2014] Pearson Education
Unique Forms of Testing—Genetic Testing • Tests performed to identify predisposition to inherited diseases, including cancer, heart disease, neurological disorders, and congenital diseases • Genetic Information Nondiscrimination Act of 2008—Designed to prohibit improper use of genetic information in health insurance and employment 6-38Copyright © [2014] Pearson Education
Unique Forms of Testing— Graphoanalysis (Handwriting Analysis) • Many people view handwriting analysis in same context as psychic readings or astrology • In Europe, many employers use it to screen and place job applicants 6-39Copyright © [2014] Pearson Education
Unique Forms of Testing— Polygraph Tests • Can confirm or refute application information • Employee Polygraph Protection Act of 1988 severely limited use in private sector 6-40Copyright © [2014] Pearson Education
Employment Interview • Goal-oriented conversation where interviewer and applicant exchange information • Continues to be primary method used to evaluate applicants • At this point, candidates are assumed to be qualified 6-41Copyright © [2014] Pearson Education
Interview Planning • Physical location of the interview should be both pleasant and private • Develop a job profile based on job description/specification • Questions should be prepared that relate to the qualities needed 6-42Copyright © [2014] Pearson Education
Content of the Interview • Seek additional job-related information and examples of past job-related behaviors: – Occupational experience – Academic achievement – Interpersonal skills – Personal qualities • Provide information about: – Company – Job – Expectations 6-43Copyright © [2014] Pearson Education
Types of Interviews • Unstructured • Structured • Behavioral • Situational 6-44Copyright © [2014] Pearson Education
Unstructured Interview • Asks probing, open-ended questions • Encourages applicant to do much of the talking • Is often time consuming • Potential legal issues 6-45Copyright © [2014] Pearson Education
Structured Interview • Series of job-related questions asked of each applicant • Increases reliability and accuracy by reducing subjectivity and inconsistency of unstructured interviews 6-46Copyright © [2014] Pearson Education
Behavioral Interview • Behavioral questions prompt applicants to relate actual incidents relevant to target job. • Look for three main things: – Description of a challenging situation – What the candidate did about it – Measurable results • Example: Describe a situation where you were responsible for motivating others. 6-47Copyright © [2014] Pearson Education
Situational Interview • Creates hypothetical situations candidates would be likely to encounter on the job and ask how they would handle them • Example: One of your employees has shown a significant decline in productivity. How would you handle it? 6-48Copyright © [2014] Pearson Education
Methods of Interviewing • One-on-one interview: Applicant meets one- on-one with interviewer • Group interview: Several applicants interact in presence of one or more interviewers • Board interview: Several firm representatives interview candidate at same time • Multiple interviews: Applicants typically interviewed one-on-one by peers, subordinates, and supervisors 6-49Copyright © [2014] Pearson Education
Methods of Interviewing (Cont.) • Video Interview: Involves an applicant being interviewed with both individuals being in different locations • Stress interview: Interviewer intentionally creates anxiety 6-50Copyright © [2014] Pearson Education
Realistic Job Previews • Provide both positive and negative job information to applicant in unbiased manner • Convey information about tasks person would perform and behavior required to fit into organization’s culture 6-51Copyright © [2014] Pearson Education
Potential Interviewing Problems • Inappropriate questions • Permitting non-job-related information • Interviewer bias • Interviewer domination • Lack of training • Nonverbal communication 6-52Copyright © [2014] Pearson Education
Inappropriate Questions • Basic rule: Ask only job-related questions • Interview is a “test,” subject to same validity requirements as any other step in selection process • Historically, interview has been more vulnerable to charges of discrimination than any other tool used in selection process 6-53Copyright © [2014] Pearson Education
Permitting Non-Job-Related Information • If candidate begins volunteering personal information not related to job, interviewer should steer conversation back on course • Engaging in friendly chitchat with candidates might be pleasant • In our litigious society, it may be most dangerous thing interviewer can do 6-54Copyright © [2014] Pearson Education
Interviewer Bias Interviewer makes assumptions about interviewee which may be incorrect and lets these biases influence the selection decision • Stereotyping bias: Occurs when interviewer assumes that applicant has certain traits because they are members of a certain class • Halo error bias: Occurs when interviewer generalizes one positive first impression feature of the candidate 6-55Copyright © [2014] Pearson Education
Interviewer Bias (Cont.) • Horn error bias: Occurs where interviewer’s first impression of candidate creates a negative first impression that exists throughout interview • Contrast bias: Occur when, for example, interviewer meets with several poorly qualified applicants and then confronts a mediocre candidate • Premature judgment bias: Interviewers makes judgment about candidates in first few minutes of interview • Interview illusion bias: Belief in interview ability was exaggerated 6-56Copyright © [2014] Pearson Education
Interviewer Domination • Relevant information must flow both ways • Interviewers must learn to be good listeners as well as suppliers of information 6-57Copyright © [2014] Pearson Education
Lack of Training • Interview is much more than carrying on conversation with another person • Expense of training employees in interviewing skills can be easily justified • What does “Tell me about yourself” mean to a trained interviewer? 6-58Copyright © [2014] Pearson Education
Nonverbal Communication • Body language is nonverbal communication in which physical actions, such as gestures and facial expressions, convey thoughts and emotions • Avoid sending inappropriate or unintended nonverbal signals 6-59Copyright © [2014] Pearson Education
Concluding the Interview • When interviewer has obtained necessary information and answered applicant’s questions, he or she should conclude the interview • Tell applicant he or she will be notified of the selection decision shortly • Management must then determine whether candidate is suitable for the open position and organization 6-60Copyright © [2014] Pearson Education
Pre-Employment Screening: Background Investigations • Determine accuracy of information submitted or determine if vital information was not submitted. • Principal reason is to hire better workers. • Background investigations involve obtaining data from various sources • Intensity of background investigations depends on the nature of the open position’s tasks 6-61Copyright © [2014] Pearson Education
Employment Eligibility Verification (Form I-9) • Must be filled out by American job applicants • Allows any number of documents to be provided • Provides for penalties for each incorrect or missing 1-9 6-62Copyright © [2014] Pearson Education
E-Verify • Required for federal contractors and subcontractors with contracts of $100,000 or more • Web-based system that lets employers check Social Security and visa numbers submitted by workers against government databases 6-63Copyright © [2014] Pearson Education
Continuous Background Investigation • Some employers are screening their employees on an ongoing basis. • Financial devastation, marital collapse, or a medical crisis can send a person with a clean record over the edge 6-64Copyright © [2014] Pearson Education
Background Investigation with Social Networking • Increasingly being used to conduct background investigations • Use an applicant’s Facebook, LinkedIn, and postings made on an industry blog to find out about individuals they are considering hiring 6-65Copyright © [2014] Pearson Education
Hiring Standards to Avoid • Some of standards used in background investigation have potential to violate equal employment opportunity and affirmative action laws • When HR management practices eliminate substantial numbers of minority or women applicants (prima facie evidence), the burden of proof is on the employer to show that the practice is job related • Examples: Criminal conviction and credit check 6-66Copyright © [2014] Pearson Education
Fair Credit Reporting Act • Amended in 1997 • Places new obligations on employers who use certain information brought to light through background investigations 6-67Copyright © [2014] Pearson Education
Reference Checks • Information from individuals who know applicant • Provide additional insight into information furnished by applicant • Verify accuracy of information • Possible flaw: Virtually everyone can name three or four individuals willing to make favorable statements 6-68Copyright © [2014] Pearson Education
Reference Checks (Cont.) • Many state laws shield employers from liability for harm to an ex-employee based on job references. • Two schools of thought: – Don’t tell them anything – Honesty is the best policy 6-69Copyright © [2014] Pearson Education
Automated Reference Checking • References are anonymous, more efficient, and more comprehensive • It is the candidate, not the recruiter, who contacts references • Referencing is much faster 6-70Copyright © [2014] Pearson Education
Negligent Hiring • Liability company incurs when it fails to conduct reasonable investigation of applicant’s background, and then assigns potentially dangerous person to position where he or she can inflict harm • Risk of harm to third parties requires a higher standard of care 6-71Copyright © [2014] Pearson Education
Selection Decision • Most critical step • Person whose qualifications most closely conform to requirements of open position and organization should be selected 6-72Copyright © [2014] Pearson Education
Medical Examination • Americans with Disabilities Act does not prohibit pre-employment medical examinations • Determines point at which they may be administered during selection process • Determines whether applicant is physically capable of performing the work 6-73Copyright © [2014] Pearson Education
Notification to Candidates • Results should be made known to candidates as soon as possible • Delay may result in firm losing prime candidate • Unsuccessful candidates should also be promptly notified 6-74Copyright © [2014] Pearson Education
Human Capital Metrics • Measures of HR performance • Task of measuring and understanding how they contribute to the bottom line is often difficult • No one-size-fits-all metric 6-75Copyright © [2014] Pearson Education
Metrics for Evaluating Recruitment/Selection Effectiveness • Quality of hire: Most important metric to use in the selection process • Time required to hire: Shorter the time to hire, the more efficient the HR department • New hire retention: Percent of new hires that remain with company after one or two years 6-76Copyright © [2014] Pearson Education
Metrics for Evaluating Recruitment Effectiveness (Cont.) • Hiring manager overall satisfaction: Manager is largely responsible for success of his or her department • Turnover rate: Average number of times employees have to be replaced during a year • Cost per hire: Determined by dividing recruiting expenses by number of recruits hired 6-77Copyright © [2014] Pearson Education
Metrics for Evaluating Recruitment Effectiveness (Cont.) • Selection rate: Number of applicants hired from group of candidates; expressed as percentage • Acceptance rate: Number of applicants who accepted job divided by number who were offered the job • Yield rate: Percentage of applicants from particular source and method that make it to next stage of selection process 6-78Copyright © [2014] Pearson Education
A Global Perspective: Leadership Styles in the Global Environment • Country’s culture plays a major role in determining whether an executive will be successful or not • Majority of firms are deeply rooted in the culture of their home countries 6-79Copyright © [2014] Pearson Education
6-80

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Mondy hrm13 inppt06.ppt

  • 1.
    Human Resource Management 13th Edition Chapter6 Selection 6-1Copyright © [2014] Pearson Education
  • 2.
    Learning Objectives • Describethe use of biometrics in HR. • Explain the significance of employee selection and identify environmental factors that affect the selection process. • Describe the selection process and explain the importance of preliminary screening. • Describe reviewing applications and résumés. • Explain the significance of recruitment and selection with LinkedIn. 6-2Copyright © [2014] Pearson Education
  • 3.
    Learning Objectives (Cont.) •Describe the use of tests in the selection process. • Explain the use of the employment interview in the selection process. • Explain pre-employment screening, negligent hiring, and the selection decision. • Describe human capital metrics and explain the metrics for evaluating recruitment/selection effectiveness. • Explain leadership styles in the global environment. 6-3Copyright © [2014] Pearson Education
  • 4.
    HRM in Action:Biometrics for HR? • Biometrics deal with a variety of traits that are not subject to change • Fingerprints, palm prints, facial features, DNA, retinas, irises, odors, rhythm, gait, and voice • Any situation requiring accurate identification • Some believe that biometric data bases would create privacy and security risk 6-4Copyright © [2014] Pearson Education
  • 5.
    Selection • Process ofchoosing the individual best suited for particular position and organization from a group of applicants • Goal is to properly match people with jobs and organization • Selecting wrong person for any job can be costly 6-5Copyright © [2014] Pearson Education
  • 6.
    Environmental Factors Affecting theSelection Process • Other HR functions • Legal considerations • Decision-making speed • Organizational hierarchy • Applicant pool • Type of organization • Probationary period • Organizational fit 6-6Copyright © [2014] Pearson Education
  • 7.
    Other HR Functions Selectionprocess affects, and is affected by, virtually every other HR function. 6-7Copyright © [2014] Pearson Education
  • 8.
    Legal Considerations • Greatlyinfluenced by legislation, executive orders, and court decisions • Guiding principle: Why am I asking this question? • If information is job related, usually asking for the information is appropriate 6-8Copyright © [2014] Pearson Education
  • 9.
    Speed of DecisionMaking • Time available to make the selection decision can have major effect on selection process • Conditions also can impact the needed speed of decision making 6-9Copyright © [2014] Pearson Education
  • 10.
    Organizational Hierarchy • Differentapproaches to selection are generally taken for filling positions at different levels in organization 6-10Copyright © [2014] Pearson Education
  • 11.
    Applicant Pool andSelection Ratio • Applicant pool: Number of qualified applicants recruited for a particular job • Selection ratio: Number of people hired for a particular job compared to number of people in applicant pool 6-11Copyright © [2014] Pearson Education
  • 12.
    Type of Organization •Private sector: Screen applicants with regard to how they can help achieve profit goals • Government civil service systems: Identify qualified applicants through competitive examinations • Not-for-profit organizations: Applicants must be qualified and dedicated to work 6-12Copyright © [2014] Pearson Education
  • 13.
    Probationary Period • Periodthat permits evaluating an employee’s ability based upon performance • May be a substitute for certain phases of the selection process • Must be job related 6-13Copyright © [2014] Pearson Education
  • 14.
    Organizational Fit • Management’sperception of the degree to which the prospective employee will fit in with the firm’s culture or value system • Poor fit—The chemistry was just not right 6-14Copyright © [2014] Pearson Education
  • 15.
    The Selection Process ExternalEnvironment Internal Environment 6-15 Selection Tests Preliminary Screening Employment Interviews Pre-Employment Screening: Background and Reference Investigation Selection Decision Physical Examination New Employee Recruited Candidate RejectedApplicants Review of Applications and Résumés Copyright © [2014] Pearson Education
  • 16.
    Selection Technology— Applicant TrackingSystems • Software application designed to help an enterprise select employees more efficiently • Permits managers to oversee the entire selection process • Compile job applications electronically – Quickly amass candidates – Set up interviews – Get new hires on board 6-16Copyright © [2014] Pearson Education
  • 17.
    Selection Technology—Candidate Relationship Management •Help manage potential and actual applicants in an organized manner • Capability to search the Internet, and then adds and catalogues resumes and other information to the database • Ability to link with other ATS and any web site 6-17Copyright © [2014] Pearson Education
  • 18.
    Preliminary Screening • Removesobviously unqualified individuals • Benefit: Applicant may be qualified for another position with the firm 6-18Copyright © [2014] Pearson Education
  • 19.
    Review of Applications •Essential information is included and presented in a standardized format • Application form must reflect firm’s informational needs and EEO requirements. • Preprinted statements are usually included: – Certifies that information provided is accurate – Should state position is employment at will – Gives permission for background check 6-19Copyright © [2014] Pearson Education
  • 20.
    Review of Résumés •Résumé: Goal-directed summary of a person’s experience, education, and training developed for use in the selection process • Professional/managerial applicants often begin selection process by submitting résumé • Concept of relevancy is crucial in selling the applicant to the company 6-20Copyright © [2014] Pearson Education
  • 21.
    Résumés and Keywords •Most large companies now use automated tracking systems. • Résumés deviating from required style are ignored. • Keywords: Job-related words or phrases used to search databases • Keyword résumé: Adequate description of job-seeker’s characteristics and industry- specific experience using keyword terms 6-21Copyright © [2014] Pearson Education
  • 22.
    Trends & Innovations:Recruitment and Selection with LinkedIn • Online social network for professionals • May be valuable in finding a job • Members have created free online profiles about themselves and the number is growing daily • Useful in finding passive candidates 6-22Copyright © [2014] Pearson Education
  • 23.
    Selection Tests • Reliableand accurate means of selecting qualified candidates • Cost is small in comparison • Identify attitudes and job-related skills that interviews cannot recognize 6-23Copyright © [2014] Pearson Education
  • 24.
    Potential Problems ofUsing Selection Tests • Can do versus will do • Test anxiety • Legal liabilities 6-24Copyright © [2014] Pearson Education
  • 25.
    Characteristics of Properly DesignedSelection Tests • Standardization: Uniformity of procedures and conditions of administering test • Objectivity: Everyone scoring a test obtains same results • Norms: Frame of reference for comparing applicant's performance with that of others 6-25Copyright © [2014] Pearson Education
  • 26.
    Characteristics of Properly DesignedSelection Tests (Cont.) • Reliability: Provides consistent results • Validity: Measures what it is supposed to measure (basic requirement) • Requirement for job relatedness: Must not have adverse impact on minorities, females, and individuals with backgrounds or characteristics protected under law 6-26Copyright © [2014] Pearson Education
  • 27.
    Test Validation Approaches •Criterion-related validity: Comparing scores on selection tests to some aspect of job performance • Content validity: Includes certain tasks actually required by job • Construct validity: Measures certain traits or qualities important in performing job 6-27Copyright © [2014] Pearson Education
  • 28.
    Forms of Criterion-RelatedValidity • Concurrent validity: Obtaining test scores and the criterion data at essentially the same time • Predictive validity: Administering a test and later obtaining the criterion information 6-28Copyright © [2014] Pearson Education
  • 29.
    Types of EmploymentTests • Cognitive aptitude • Psychomotor abilities • Job knowledge • Work-sample • Vocational interests • Personality 6-29Copyright © [2014] Pearson Education
  • 30.
    Cognitive Aptitude Tests •Measures individual’s ability to learn, as well as to perform a job • Form of IQ test • Helpful in identifying job candidates who have extensive knowledge bases 6-30Copyright © [2014] Pearson Education
  • 31.
    Psychomotor Abilities Tests •Strength • Coordination • Dexterity • Miniaturization in assembly operations 6-31Copyright © [2014] Pearson Education
  • 32.
    Job-Knowledge Tests • Measurecandidate's knowledge of duties of position for which he or she is applying • Are commercially available 6-32Copyright © [2014] Pearson Education
  • 33.
    Work-Sample • Perform setof tasks representative of job • Job related • Produces high validity • Reduces adverse impact • More acceptable to applicants 6-33Copyright © [2014] Pearson Education
  • 34.
    Vocational Interests • Indicateoccupations in which person is most interested and that will most likely provide satisfaction • Primarily used in counseling and vocational guidance 6-34Copyright © [2014] Pearson Education
  • 35.
    Personality Tests • Self-reportedmeasure of: -Traits -Temperaments -Dispositions • Tap into softer areas, such as leadership, teamwork, and personal assertiveness 6-35Copyright © [2014] Pearson Education
  • 36.
    Online Assessment • Organizationsare increasingly using the Internet to test applicants. –Makes it faster and easier to process applications –Can check job applicants on their alleged technical abilities 6-36Copyright © [2014] Pearson Education
  • 37.
    Assessment Centers • Requirecandidates to perform activities similar to those on the job • Examples: –In-basket exercises –Management games –Leaderless discussion groups –Mock interviews 6-37Copyright © [2014] Pearson Education
  • 38.
    Unique Forms ofTesting—Genetic Testing • Tests performed to identify predisposition to inherited diseases, including cancer, heart disease, neurological disorders, and congenital diseases • Genetic Information Nondiscrimination Act of 2008—Designed to prohibit improper use of genetic information in health insurance and employment 6-38Copyright © [2014] Pearson Education
  • 39.
    Unique Forms ofTesting— Graphoanalysis (Handwriting Analysis) • Many people view handwriting analysis in same context as psychic readings or astrology • In Europe, many employers use it to screen and place job applicants 6-39Copyright © [2014] Pearson Education
  • 40.
    Unique Forms ofTesting— Polygraph Tests • Can confirm or refute application information • Employee Polygraph Protection Act of 1988 severely limited use in private sector 6-40Copyright © [2014] Pearson Education
  • 41.
    Employment Interview • Goal-orientedconversation where interviewer and applicant exchange information • Continues to be primary method used to evaluate applicants • At this point, candidates are assumed to be qualified 6-41Copyright © [2014] Pearson Education
  • 42.
    Interview Planning • Physicallocation of the interview should be both pleasant and private • Develop a job profile based on job description/specification • Questions should be prepared that relate to the qualities needed 6-42Copyright © [2014] Pearson Education
  • 43.
    Content of theInterview • Seek additional job-related information and examples of past job-related behaviors: – Occupational experience – Academic achievement – Interpersonal skills – Personal qualities • Provide information about: – Company – Job – Expectations 6-43Copyright © [2014] Pearson Education
  • 44.
    Types of Interviews •Unstructured • Structured • Behavioral • Situational 6-44Copyright © [2014] Pearson Education
  • 45.
    Unstructured Interview • Asksprobing, open-ended questions • Encourages applicant to do much of the talking • Is often time consuming • Potential legal issues 6-45Copyright © [2014] Pearson Education
  • 46.
    Structured Interview • Seriesof job-related questions asked of each applicant • Increases reliability and accuracy by reducing subjectivity and inconsistency of unstructured interviews 6-46Copyright © [2014] Pearson Education
  • 47.
    Behavioral Interview • Behavioralquestions prompt applicants to relate actual incidents relevant to target job. • Look for three main things: – Description of a challenging situation – What the candidate did about it – Measurable results • Example: Describe a situation where you were responsible for motivating others. 6-47Copyright © [2014] Pearson Education
  • 48.
    Situational Interview • Createshypothetical situations candidates would be likely to encounter on the job and ask how they would handle them • Example: One of your employees has shown a significant decline in productivity. How would you handle it? 6-48Copyright © [2014] Pearson Education
  • 49.
    Methods of Interviewing •One-on-one interview: Applicant meets one- on-one with interviewer • Group interview: Several applicants interact in presence of one or more interviewers • Board interview: Several firm representatives interview candidate at same time • Multiple interviews: Applicants typically interviewed one-on-one by peers, subordinates, and supervisors 6-49Copyright © [2014] Pearson Education
  • 50.
    Methods of Interviewing(Cont.) • Video Interview: Involves an applicant being interviewed with both individuals being in different locations • Stress interview: Interviewer intentionally creates anxiety 6-50Copyright © [2014] Pearson Education
  • 51.
    Realistic Job Previews •Provide both positive and negative job information to applicant in unbiased manner • Convey information about tasks person would perform and behavior required to fit into organization’s culture 6-51Copyright © [2014] Pearson Education
  • 52.
    Potential Interviewing Problems •Inappropriate questions • Permitting non-job-related information • Interviewer bias • Interviewer domination • Lack of training • Nonverbal communication 6-52Copyright © [2014] Pearson Education
  • 53.
    Inappropriate Questions • Basicrule: Ask only job-related questions • Interview is a “test,” subject to same validity requirements as any other step in selection process • Historically, interview has been more vulnerable to charges of discrimination than any other tool used in selection process 6-53Copyright © [2014] Pearson Education
  • 54.
    Permitting Non-Job-Related Information • Ifcandidate begins volunteering personal information not related to job, interviewer should steer conversation back on course • Engaging in friendly chitchat with candidates might be pleasant • In our litigious society, it may be most dangerous thing interviewer can do 6-54Copyright © [2014] Pearson Education
  • 55.
    Interviewer Bias Interviewer makesassumptions about interviewee which may be incorrect and lets these biases influence the selection decision • Stereotyping bias: Occurs when interviewer assumes that applicant has certain traits because they are members of a certain class • Halo error bias: Occurs when interviewer generalizes one positive first impression feature of the candidate 6-55Copyright © [2014] Pearson Education
  • 56.
    Interviewer Bias (Cont.) •Horn error bias: Occurs where interviewer’s first impression of candidate creates a negative first impression that exists throughout interview • Contrast bias: Occur when, for example, interviewer meets with several poorly qualified applicants and then confronts a mediocre candidate • Premature judgment bias: Interviewers makes judgment about candidates in first few minutes of interview • Interview illusion bias: Belief in interview ability was exaggerated 6-56Copyright © [2014] Pearson Education
  • 57.
    Interviewer Domination • Relevantinformation must flow both ways • Interviewers must learn to be good listeners as well as suppliers of information 6-57Copyright © [2014] Pearson Education
  • 58.
    Lack of Training •Interview is much more than carrying on conversation with another person • Expense of training employees in interviewing skills can be easily justified • What does “Tell me about yourself” mean to a trained interviewer? 6-58Copyright © [2014] Pearson Education
  • 59.
    Nonverbal Communication • Bodylanguage is nonverbal communication in which physical actions, such as gestures and facial expressions, convey thoughts and emotions • Avoid sending inappropriate or unintended nonverbal signals 6-59Copyright © [2014] Pearson Education
  • 60.
    Concluding the Interview •When interviewer has obtained necessary information and answered applicant’s questions, he or she should conclude the interview • Tell applicant he or she will be notified of the selection decision shortly • Management must then determine whether candidate is suitable for the open position and organization 6-60Copyright © [2014] Pearson Education
  • 61.
    Pre-Employment Screening: Background Investigations •Determine accuracy of information submitted or determine if vital information was not submitted. • Principal reason is to hire better workers. • Background investigations involve obtaining data from various sources • Intensity of background investigations depends on the nature of the open position’s tasks 6-61Copyright © [2014] Pearson Education
  • 62.
    Employment Eligibility Verification (FormI-9) • Must be filled out by American job applicants • Allows any number of documents to be provided • Provides for penalties for each incorrect or missing 1-9 6-62Copyright © [2014] Pearson Education
  • 63.
    E-Verify • Required forfederal contractors and subcontractors with contracts of $100,000 or more • Web-based system that lets employers check Social Security and visa numbers submitted by workers against government databases 6-63Copyright © [2014] Pearson Education
  • 64.
    Continuous Background Investigation • Someemployers are screening their employees on an ongoing basis. • Financial devastation, marital collapse, or a medical crisis can send a person with a clean record over the edge 6-64Copyright © [2014] Pearson Education
  • 65.
    Background Investigation with SocialNetworking • Increasingly being used to conduct background investigations • Use an applicant’s Facebook, LinkedIn, and postings made on an industry blog to find out about individuals they are considering hiring 6-65Copyright © [2014] Pearson Education
  • 66.
    Hiring Standards toAvoid • Some of standards used in background investigation have potential to violate equal employment opportunity and affirmative action laws • When HR management practices eliminate substantial numbers of minority or women applicants (prima facie evidence), the burden of proof is on the employer to show that the practice is job related • Examples: Criminal conviction and credit check 6-66Copyright © [2014] Pearson Education
  • 67.
    Fair Credit ReportingAct • Amended in 1997 • Places new obligations on employers who use certain information brought to light through background investigations 6-67Copyright © [2014] Pearson Education
  • 68.
    Reference Checks • Informationfrom individuals who know applicant • Provide additional insight into information furnished by applicant • Verify accuracy of information • Possible flaw: Virtually everyone can name three or four individuals willing to make favorable statements 6-68Copyright © [2014] Pearson Education
  • 69.
    Reference Checks (Cont.) •Many state laws shield employers from liability for harm to an ex-employee based on job references. • Two schools of thought: – Don’t tell them anything – Honesty is the best policy 6-69Copyright © [2014] Pearson Education
  • 70.
    Automated Reference Checking •References are anonymous, more efficient, and more comprehensive • It is the candidate, not the recruiter, who contacts references • Referencing is much faster 6-70Copyright © [2014] Pearson Education
  • 71.
    Negligent Hiring • Liabilitycompany incurs when it fails to conduct reasonable investigation of applicant’s background, and then assigns potentially dangerous person to position where he or she can inflict harm • Risk of harm to third parties requires a higher standard of care 6-71Copyright © [2014] Pearson Education
  • 72.
    Selection Decision • Mostcritical step • Person whose qualifications most closely conform to requirements of open position and organization should be selected 6-72Copyright © [2014] Pearson Education
  • 73.
    Medical Examination • Americanswith Disabilities Act does not prohibit pre-employment medical examinations • Determines point at which they may be administered during selection process • Determines whether applicant is physically capable of performing the work 6-73Copyright © [2014] Pearson Education
  • 74.
    Notification to Candidates •Results should be made known to candidates as soon as possible • Delay may result in firm losing prime candidate • Unsuccessful candidates should also be promptly notified 6-74Copyright © [2014] Pearson Education
  • 75.
    Human Capital Metrics •Measures of HR performance • Task of measuring and understanding how they contribute to the bottom line is often difficult • No one-size-fits-all metric 6-75Copyright © [2014] Pearson Education
  • 76.
    Metrics for Evaluating Recruitment/SelectionEffectiveness • Quality of hire: Most important metric to use in the selection process • Time required to hire: Shorter the time to hire, the more efficient the HR department • New hire retention: Percent of new hires that remain with company after one or two years 6-76Copyright © [2014] Pearson Education
  • 77.
    Metrics for EvaluatingRecruitment Effectiveness (Cont.) • Hiring manager overall satisfaction: Manager is largely responsible for success of his or her department • Turnover rate: Average number of times employees have to be replaced during a year • Cost per hire: Determined by dividing recruiting expenses by number of recruits hired 6-77Copyright © [2014] Pearson Education
  • 78.
    Metrics for EvaluatingRecruitment Effectiveness (Cont.) • Selection rate: Number of applicants hired from group of candidates; expressed as percentage • Acceptance rate: Number of applicants who accepted job divided by number who were offered the job • Yield rate: Percentage of applicants from particular source and method that make it to next stage of selection process 6-78Copyright © [2014] Pearson Education
  • 79.
    A Global Perspective:Leadership Styles in the Global Environment • Country’s culture plays a major role in determining whether an executive will be successful or not • Majority of firms are deeply rooted in the culture of their home countries 6-79Copyright © [2014] Pearson Education
  • 80.

Editor's Notes

  • #5 Biometrics deal with a variety of traits that are not subject to change, including fingerprints, palm prints, facial features, DNA, retinas, irises, odors, rhythm, gait, and voice. It can be used in any situation requiring accurate identification of an individual. For example, iris-pattern and retina-pattern authentication methods are being used in some bank automatic teller machines. Voice wave recognition is being used to grant access to proprietary databanks in research facilities. Facial-recognition technology has been used by law enforcement to pick out individuals in large crowds with considerable accuracy. Palm prints are being used to provide physical access to buildings. Some believe that such data bases would create privacy and security risk. However, databases in the federal government already have significant data on each of us such as Social Security, IRS, and passports. Ultimately HR would likely be responsible for collecting and storing this vast amount of data as part of the employment process.
  • #6 Selection is the process of choosing the individual best suited for a particular position and the organization. If individuals are over- or under-qualified, or do not fit the job or the organization’s culture, they will be ineffective and probably leave the firm, voluntarily or otherwise. There are many ways to improve productivity, but none is more powerful than making the right hiring decision. Many companies would rather go short and work overtime rather than hire one bad apple. If a firm hires many bad apples, it cannot be successful for long even if it has perfect plans, a sound organizational structure, and finely tuned control systems. Competent people must be available to ensure the attainment of organizational goals. Today, with many firms having access to the same technology, people make the real difference.
  • #7 A consistent selection process cannot always be used because of environmental factors.
  • #8 The selection process affects, and is affected by, virtually every other HR function. For example, if the compensation package is inferior to those provided by competitors, hiring the best-qualified applicants will be difficult or impossible to achieve. The same situation applies if the firm’s safety and health record is substandard or if the firm has a reputation for providing minimal training. Certainly, if marginal workers are hired, additional training will be needed to get them qualified.
  • #9 Legal matters play a significant role in HR management because of legislation, executive orders, and court decisions. Although the basic purpose of selection is to determine candidates’ eligibility for employment, it is also essential for organizations to maintain nondiscriminatory practices. The guiding principles in determining what information to get from an applicant are: why am I asking this question and why do I want to know this information? If the information is job-related, usually asking for the information is appropriate.
  • #10 The time available to make the selection decision can also have a major effect on the selection process. Conditions also can impact the needed speed of decision making. Suppose, for instance, that the only two quality-control inspectors on a production line just had a fight and both resigned, and the firm cannot operate until the positions are filled. In this situation, speed is crucial, and a few phone calls, two brief interviews, and a prayer may constitute the entire selection procedure. On the other hand, conducting a national search to select a chief executive officer may take months or even a year. In bureaucracies, it is not uncommon for the selection process to take a considerable amount of time.
  • #11 Organizations usually take different approaches to filling positions at varying levels. For instance, consider the differences in hiring a chief executive officer versus filling a clerical position. Extensive background checks and multiple interviews would most likely apply for the executive position. On the other hand, an applicant for a clerical position would probably take a word-processing test and perhaps have just a few, short interviews.
  • #12 The applicant pool represents the number of qualified applicants recruited for a particular job. The number of people actually hired for a particular job compared to the number of individuals in the applicant pool is often expressed as a selection ratio. A selection ratio of 1.00 indicates that there was only one qualified applicant for an open position. The lower the ratio falls below 1.00, the more alternatives the manager has in making a selection decision. For example, a selection ratio of 0.10 indicates that there were 10 qualified applicants for an open position.
  • #13 The type of organization doing the hiring also influences the selection process. Private-sector businesses tend to be profit-oriented and hire people from the labor market with a private-sector background. On the other hand, government civil service systems typically identify qualified applicants only through competitive examinations. Finally, not-for-profit organizations confront a situation where salaries are considerably lower, so candidates must be dedicated to this type of work and to the particular organization.
  • #14 The purpose of a probationary period is to establish the suitability of a new employee for the role and to resolve any issues about the new employee’s performance over the first three months or so. From a legal viewpoint, the use of a probationary period in the selection process is justified only if it is related to performing the job’s duties.
  • #15 Organizational fit refers to management’s perception of the degree to which the prospective employee will fit in with the firm’s culture or value system. There are numerous reasons that a new hire does not work out but none is as important as cultural fit. Knowledge and skill are important but the most lasting component of the employment relationship is cultural match. The commonly heard statement “the chemistry was just not right” may describe a poor fit. In order to hire employees who are a good fit, organization members need to know what makes their culture unique. Then these unique features can be used to let the interviewee know what type of environment exists.
  • #16 The general purpose of the selection process is to determine if the applicant is qualified, to educate the candidate, and to assess his or her cultural fit. The figure illustrates a generalized selection process but it may vary from organization to organization and also according to the type job being filled. It typically begins with preliminary screening. Next, applicants complete the firm’s application for employment or provide a résumé. Then they progress through a series of selection tests, one or more employment interviews, and pre-employment screening, including background and reference checks. The hiring manager then offers the successful applicant a job, subject to successful completion of a medical examination. Notice that an applicant may be rejected or opt out at any time during the selection process. To a point, the more screening tools used to assess an applicant, the greater the chance of making a good selection decision.
  • #17 An applicant tracking system (ATS), also called a talent management system, is a software application designed to help an enterprise select employees more efficiently. Current ATSs permit human resource and line managers to oversee the entire selection process. They often involve screening résumés and spotting qualified candidates, conducting personality and skills tests, and handling background investigations. They allow companies to compile job applications electronically, to more quickly gather candidates, set up interviews, and get new hires on board. An ATS can be used to post job openings on a corporate Web site or job board and generate interview requests to potential candidates by e-mail. Other features may include individual applicant tracking, requisition tracking, automated résumé ranking, customized input forms, prescreening questions and response tracking, and multilingual capabilities. ATSs are used extensively to help ease the labor-intensive process of sorting résumés from online job boards. In most cases, the goal is not merely to reduce costs but also to speed up the hiring process and find people who fit an organization’s success profile.
  • #18 The purpose of candidate relationship management (CRM) is to help manage potential and actual applicants in an organized manner. CRM can be used to send job postings and job descriptions to job boards and other sites. It has the capability to search the Internet, including social media sites, for resumes, and then adds and catalogues resumes and other information to the database. CRMs have the ability to link with other ATS and any web site. CRM systems permit candidates to get to know more about the company and allow the company to get to know more about the candidate.
  • #19 Preliminary screening is the process of eliminating clearly unqualified job applicants early in the selection process. A benefit of the screening process is that there may be positions in the firm for which a prospective employee is better suited and can be encouraged to apply for instead.
  • #20 The specific information requested on an application form may vary from firm to firm, but typically includes name, address, military service, education, and work history. Managers compare the information contained in a completed application to the job description to determine whether a potential match exists between the firm’s requirements and the applicant’s qualifications. Several preprinted statements are usually included on the application form. First, by signing the form, the applicant certifies that all the information provided on the form is accurate and true. Second, when not prohibited by state law, the form should also indicate that the position is employment at will and that either the employer or the employee can terminate employment at any time for any reason. Finally, the form should contain a statement whereby the candidate gives permission to have his or her background and references checked.
  • #21 A résumé is a goal-directed summary of a person’s experience, education, and training developed for use in the selection process. Professional and managerial applicants often begin the selection process by submitting a résumé. Only information necessary to show a relationship to the objective should be included. The all-important concept of relevancy is crucial in selling the applicant to the company. A new trend that has evolved over time is that the content of the résumé is more important than fitting your entire career onto one page. Historically, a one page résumé was the standard that applicants were told to use.
  • #22 Most large companies now use applicant-tracking systems that scan or save résumés into databases, search the databases, and rank the résumés according to the number of resulting “hits” they receive. Because of this trend, job applicants should make their résumés as computer friendly as possible by writing in a keyword résumé style. Keywords are the job-related words or phrases that are used to search databases for résumés that match. The keywords are often job titles, skills, or areas of expertise related to the position. A keyword résumé contains an adequate description of the job seeker’s characteristics and industry-specific experience in order to accommodate the computer search process.
  • #23 Basically, LinkedIn is an online social network for professionals. Unlike Facebook, LinkedIn members tend to go to the site for very specific reasons such as to connect with those who can help them grow professionally or help their business grow. It may also be valuable in finding a job by letting employers know about a person’s skills and background through the LinkedIn profile. As of March 2012, LinkedIn has more than 161 million members in the world who have created free online profiles about themselves, and the number is seemingly growing daily. The profile typically contains the member’s current occupation and employer, contact information, education, job history, skills, and other details. Members can post updates about their professional activities, such as speaking schedules or conventions attended. Through LinkedIn, a professional portrait can be developed, which is critical for any job seeker, either active or passive. Members can post favorable references from friends or business associates. LinkedIn provides social networking from a professional aspect.
  • #24 Research indicates that customized selection tests can be a reliable and accurate way to predict on-the-job performance. Organizations use tests to identify attitudes and job-related skills that interviews cannot reliably recognize. The cost of employment testing is relatively small, and this is often an efficient way to get at information that leads to better-qualified people being hired.
  • #25 Job performance depends on an individual’s ability and motivation to do the work. Selection tests may accurately predict an applicant’s ability to perform the job, but are less successful in predicting what the individual will actually do when on the job. Another potential problem is that applicants with test anxiety may have their true abilities underestimated. Finally, when a test excludes a protected class of applicants at a significant rate, these applicants may have grounds for filing a discrimination lawsuit under federal employment laws. These tests should be avoided unless the employer can show that the test is job related for the position and consistent with business necessity.
  • #26 Properly designed selection tests have a number of important characteristics. First, standardization is the uniformity of the procedures and conditions related to administering tests. In order to compare the performance of several applicants on the same test, it is necessary for everyone to take the test under conditions that are as identical as possible. Second, objectivity in testing occurs when everyone scoring a test obtains the same results. Multiple-choice and true–false tests are usually objective if there is one clearly correct answer. A norm is a frame of reference for comparing an applicant’s performance with that of others. A norm reflects the distribution of many scores obtained by people similar to the applicant being tested.
  • #27 Reliability is the extent to which a selection test provides consistent results. If a test has low reliability, its validity as a predictor will also be low. However, the existence of reliability alone does not guarantee the test’s validity, which is a basic requirement for a selection test. Validity is the extent to which a test measures what it claims to measure. In addition, what the test measures must be related to the job, because if a test cannot indicate ability to perform the job, it has no value. An example of the difference between reliability and validity can be illustrated as follows: If a person weighs 200 pounds but the scale shows a wide difference, such as 150, 295, and 340, the scale is not reliable. If the scale consistently reads “100” and you weigh 200 pounds, then it is reliable, but not valid. If it reads “200” each time, then the measurement is both reliable and valid.
  • #28 There are a number of ways that selection test can be validated. Criterion-related validity compares the scores on the selection test to some aspect of job performance by a representative sample of others who have taken the test. Performance measures might include the quantity and quality of work. A close relationship between the score on the test and job performance suggests that the test is valid. Content validity is measuring whether a person can perform certain tasks required by the job or has relevant job knowledge. An example of the use of content validity is giving a word processing test to an applicant whose primary job would be inputting text on the computer. Construct validity has to do with whether a test measures qualities or traits that job analysis finds to be important in performing a job. For instance, a job may require a high degree of creativity or reasoning ability. However, it should be stressed that construct validity by itself is not a primary method for validating selection tests.
  • #29 Concurrent validity is determined when test scores and criterion data are obtained at the same time; for instance, administering the test to all currently employed telemarketers and comparing the results with company records about each employee’s job performance. If the test is able to identify productive and less-productive workers, one could say that it is valid. A potential problem in using this validation procedure results from changes that may have occurred within the work group, such as less-productive workers being fired or more-productive employees being promoted out of the group. Predictive validity involves administering a test and later obtaining the criterion information. For instance, all applicants take the test, but the firm uses other selection criteria, not the test results, to make the selection decision. After observing employee performance over time, the company analyzes test results to determine whether they differentiate successful and less-successful employees. Predictive validity is a technically sound procedure, but is often not feasible because of the time and cost involved.
  • #30 Employment tests are also designed to measure individual differences related to job performance. These differences can relate to cognitive and physical abilities, as well as to job knowledge and personality.
  • #31 Cognitive aptitude tests are forms of IQ tests that measure general reasoning ability, memory, vocabulary, verbal fluency, and math skills. Cognitive aptitude tests are a form of IQ tests. They may be helpful in identifying job candidates who have extensive knowledge bases. As the content of jobs becomes broader and more fluid, employees must be able to adapt quickly to job changes and rapid technological advances. It is likely that testing will be necessary to match the broader range of characteristics required for successful performance of these flexible jobs. The NFL uses the Wonderlic Personnel Test which is designed as a way to measure cognitive ability, the applicant’s natural aptitude for learning new information.
  • #32 Psychomotor abilities test measure strength, coordination, and dexterity required to perform complex, physical jobs. Miniaturization in assembly operations has accelerated the development of tests to determine these abilities. Much of this work is so delicate that magnifying lenses are necessary, and the psychomotor abilities required to perform the tasks are critical.
  • #33 Job-knowledge tests measure a candidate’s general knowledge of the duties of the job for which he or she is applying. While such tests are commercially available, individual firms may design them based on data derived from a specific job analysis.
  • #34 Work-sample tests require an applicant to perform a task representative of the job. An example for s position that requires the use of spreadsheets is having the applicant construct a sample spreadsheet from data the firm provides.
  • #35 Vocational interest tests indicate the occupations a person is most interested in and that will likely provide satisfaction. However, having interest in a job and being able to effectively perform it may not be the same. For example, a person may be interested in becoming a brain surgeon, but may not possess the aptitude for it.
  • #36 Personality tests are self-reported measures of traits, temperaments, or dispositions. Personality tests do not measure ability or specific problem-solving skills. These questionnaires tap into softer areas, such as leadership, teamwork, and personal assertiveness, which may be indicators of fit or effectiveness in the organization. In sales jobs, personality tests are usually more reliable than the information provided by interviews and résumé. Salespeople possess certain traits that distinguish them perhaps explaining why some can survive in the competitive world of sales, and why others struggle. Most large companies now use psychometric testing to identify future managers. These individuals are being assessed for their ability to bring about long-term change and their ability to handle day-to-day management tasks. Integrity tests were the first personality tests used in pre-employment screening. Employers have used them to measure candidates’ attitudes toward theft, dishonesty, absenteeism, violence, drug use, alcohol abuse and other counterproductive behaviors.
  • #37 Organizations are increasingly using online assessments to test various skills required by applicants. More companies want assessments that can be given directly on their web-based career centers with the results funneled to an applicant tracking system. Some of these tests evaluate the technical skill levels of job applicants.
  • #38 An assessment center is a selection approach that requires individuals to perform activities similar to those of the actual job. This is one of the most powerful tools for assessing managerial talent because it uses realistic simulations such as in-basket exercises, leaderless discussion groups, and mock interviews. Professional assessors evaluate the candidates’ skills in prioritizing, delegating, resolving conflict, and decision making.
  • #39 Genetic Testing is performed to identify predisposition to inherited diseases, including cancer, heart disease, neurological disorders, and congenital diseases. The EEOC has issued guidelines stating that healthy individuals with a genetic predisposition to a disease, and thus perceived as disabled, are protected by the Americans with Disabilities Act. The Genetic Information Nondiscrimination Act of 2008 is designed to prohibit the improper use of genetic information in health insurance and employment.
  • #40 The use of handwriting analysis for selection is not viewed favorably in the United States. In Europe, however, it is estimated that 85 percent of employers use graphoanalysis to help screen and place job applicants.
  • #41 For many years, another means used to verify background information was the polygraph, or lie-detector test. One purpose of the polygraph was to confirm or refute the information contained in a candidate’s application. However, the Employee Polygraph Protection Act of 1988 severely limited the use of polygraph tests in the private sector. It deemed the use of a polygraph test by any employer engaged in interstate commerce, unlawful . However, the Act does not apply to governmental employers, and some other limited exceptions. Even here, the technology has been found to be flawed. Effective techniques for beating lie detectors, which only measure stress and anxiety have been developed and are available for use.
  • #42 The employment interview is a job-focused conversation in which the interviewer and applicant exchange information. In general, interviews have not been valid predictors of success on the job. The traditional employment interview is still important, however, because the applicants who reach this stage are seen as qualified, at least on paper, and want to meet a potential employer face-to-face.
  • #43 Interview planning is essential to effective employment interviews: Primary consideration should be the speed in which the process occurs. Many studies have demonstrated that the top candidates for nearly any job are hired and off the job market within anywhere from 1 to 10 days. The physical location of the interview should be both pleasant and private, providing for a minimum of interruptions. The interviewer should possess a pleasant personality, empathy, and the ability to listen and communicate effectively. He or she should become familiar with the applicant’s qualifications by reviewing the data collected from other selection tools. As preparation for the interview, the interviewer should develop a job profile based on the job description/specification. After listing job requirements, it is helpful to have an interview checklist that involves compare an applicant’s application and résumé with the job description.
  • #44 Before conducting an interview, it is helpful to review the job requirements and develop questions related to the qualities sought. The interview itself allows the candidate to provide additional information needed to make a sound selection decision. The interviewer will typically focus on the following areas during an interview: Occupational experience is the candidate’s past experience, which indicates relevant knowledge, skills, abilities, and willingness to handle responsibility. Academic achievement may be important for younger applicants just out of school who lack significant work experience. Interpersonal skills are an important indicator of whether a person can work well with others or on a team. Personal qualities observed during the interview include appearance, speaking ability, adaptability, assertiveness, and cooperativeness.   During the interview, the interviewer should provide information about the company, the job, and the expectations of the position.
  • #45 Employment interviews can be broadly classified as structured, unstructured, and behavioral. A discussion of the differences follows.
  • #46 An unstructured interview is one in which the interviewer asks probing, open-ended questions. It is comprehensive, and the interviewer encourages the applicant to do much of the talking. The unstructured interview is often more time consuming than the structured interview and reveals different information about candidates. One common question used is “Tell me about yourself.” This can lead to potential legal problems if the candidate provides a lot of personal information not related to performance of the job. Unsuccessful applicants may later claim in court that the reason for their failure to get the job was the employer’s use of this information.
  • #47 In a structured interview, the interviewer asks each applicant the same series of job-related questions. Although interviews have historically been poor predictors of job success, use of structured interviews increases reliability and accuracy by reducing the subjectivity and inconsistency of unstructured interviews. Typical questions might focus on job-related knowledge or on the applicant’s willingness and ability to perform the requirements of the job.
  • #48 The behavioral interview is a structured interview in which applicants are asked to relate actual incidents from their past relevant to the target job. Research indicates that traditional interviewing is only 7 percent accurate in predicting on-the-job performance, whereas behavioral interviews are 54 percent accurate. Behavioral interviewers look for three main things: a description of a challenging situation, what the candidate did about it, and measurable results. All questions are based on relevant job-related behaviors. For example, when probing for technical knowledge, the candidate might be asked: “Describe a situation in which your expertise made a significant difference.” Behavioral interviewers ask all candidates the same open-ended questions, then score responses on a scale. This type of interviewing is based on the principle that what you did previously is a good predictor of what you will do in the future.
  • #49 Whereas the behavioral interview focuses on how an individual handled circumstances in the past, the situational interview creates hypothetical situations candidates would be likely to encounter on the job and ask how they would handle them. For example, the question might be asked: “One of your employees has shown a significant decline in productivity. How would you hand it?” As another example, “You completely disagree with the way that your boss has told you to handle a project. What would you do?” Basically, a situational interview provides a preview of the how a candidate might handle situations in a simulated work environment.
  • #50 In a typical employment interview, the applicant meets one-on-one with an interviewer. Meeting alone with the interviewer is often less threatening and provides a better opportunity for an effective exchange of information. In a group interview, several applicants interact in the presence of one or more interviewers. This approach may provide useful insights into the candidates’ interpersonal competence as they engage in a group discussion. In a board interview, several of the firm’s representatives interview a candidate at the same time. At times applicants are interviewed by peers, subordinates, and potential superiors (multiple interviews). This approach permits the firm to get a more encompassing view of the candidate. It also gives the candidate a chance to learn more about the company from a variety of perspectives.
  • #51 The video interview involves an applicant being interviewed with both individuals being in different locations. It saves time and money when having the first face-to-face meeting with a top prospect. When the video interview is used, candidates, get a better feel for the firm’s culture or employer brand. In the stress interview, the interviewer intentionally creates anxiety to see how the candidate performs under pressure.
  • #52 Many applicants have unrealistic expectations about the prospective job and employer. To correct this situation, firms should provide a realistic job preview during the selection process to communicate both positive and negative job information to the applicant in an unbiased manner. Conveys both positive and negative job information to the applicant in an unbiased manner. Many applicants have unrealistic expectations about the prospective job they are seeking. They may have been told the exciting part of the job but the less glamorous areas are not mentioned. Realistic job previews have become increasingly common in certain fields because of the high turnover rates and the constant cost of replacing those individuals who do not work out.
  • #53 There are a number of potential interviewing problems that can threaten the success of employment interviews. Good interviewers are trained to avoid the problems listed here. We will cover these areas in the following slides.
  • #54 Historically, the interview has been more vulnerable to charges of discrimination than any other tool used in the selection process because of the use of inappropriate questions. One simple rule governs interviewing: All questions must be job-related. Interviewers should frame questions in terms of whether applicants can perform the essential functions of the jobs for which they are applying.
  • #55 If a candidate begins volunteering personal information that is not job related, the interviewer should steer the conversation back on course. The interviewer might even want to begin by tactfully stating that the selection decision will be based strictly on the candidate’s job-related qualifications and that the conversation should stay focused on job-related topics. This enables better decisions and decreases the likelihood of discrimination charges.
  • #56 Often a problem that may arise in an interview is interviewer bias where the interviewer makes assumptions about the interviewee which may be incorrect and lets these biases influence the selection decision. Stereotyping bias occurs when the interviewer assumes that the applicant has certain traits because they are members of a certain class. The classic case of stereotyping bias is when an interviewer assumes that a women applicant cannot meet a certain physical requirement such as being able to lift 50 pounds. A halo error bias occurs when the interviewer generalizes one positive first impression feature of the candidate. Such might be the case with discovering that you have something in common with the applicant.
  • #57 The opposite could occur with horn error bias where the interviewer’s first impression of the candidate creates a negative first impression that exists throughout the interview. Contrast bias may occur when, for example, an interviewer meets with several poorly qualified applicants and then confronts a mediocre candidate. By comparison, the last applicant may appear to be better qualified than he or she actually is. The opposite can also occur. Suppose that a clearly outstanding candidate is followed by a very good candidate. The second candidate may not be considered even if the first candidate turns down the job offer. Premature judgment bias suggests that interviewers often make judgment about candidates in the first few minutes of the interview. Interview illusion bias is closely related to premature judgment but not the same. Manager say something to the effect “Give me just five minutes with an applicant and I can tell if they will be successful with our company.” Their belief in their interview ability was likely exaggerated. Recruiters are often overconfident about their ability to judge others in general. Interviewers have to be careful about placing excessive weight on interviews and thinking “I just feel good about this applicant” when making the hiring decision.
  • #58 In successful interviews, relevant information flows both ways. Sometimes, interviewers begin the interview by telling candidates what they are looking for, and then are pleased to hear candidates parrot back their own words. Other interviewers dominate and talk excessively through the entire interview. To be effective, interviewers must first learn to be good listeners.
  • #59 Adequate training is necessary for people to become effective interviewers. Interviewing is not the same as just having a conversation, and there should be a reason for asking each and every job-related question.
  • #60 Body language is the nonverbal communication method in which physical actions such as motions, gestures, and facial expressions convey thoughts and emotions. The interviewer is attempting to view the nonverbal signals from the applicant. Applicants are also reading the nonverbal signals of the interviewer. Therefore, interviewers should make a conscious effort to view themselves as applicants do to avoid sending inappropriate or unintended nonverbal signals.
  • #61 When the interviewer has obtained the necessary information and answered the applicant’s questions, he or she should conclude the interview. Management must then determine whether the candidate is suitable for the open position and organization. If the conclusion is positive, the process continues; if there appears to be no match, the candidate is no longer considered. Also, in concluding the interview, the interviewer should tell the applicant that he or she will be notified of the selection decision shortly. Keeping this promise helps maintain a positive relationship with the applicant.
  • #62 Background investigation is more important than ever due to the rise in negligent hiring lawsuits, recent corporate scandals, and national security concerns. At this stage of the selection process, an applicant has normally completed an application form or submitted a résumé, taken the necessary selection tests, and undergone an employment interview. On the surface they look qualified. It is now time to determine the accuracy of the information submitted or to determine whether vital information was not submitted.
  • #63 The employment eligibility verification form I-9 form must be filled out by American job applicants but it allows any number of documents that can be used to demonstrate his or her legal right to work in the United States. Every employee hired since 1986 must have a completed 1-9 on file.
  • #64 An additional level of verification involves the use of E-Verify to check out new hires and its use is required for federal contractors and subcontractors with contracts of $100,000 or more. Recently, the U.S. Supreme Court granted states the right to require employers to use the federal E-Verify system to check on the eligibility of employees to work in the United States.
  • #65 Background investigations are not just for pre-employment anymore. Some employers are screening their employees on an ongoing basis. In certain industries, such as banking and healthcare, employers are required by regulation to routinely research the criminal records of employees.
  • #66 An increasing number of employers are using social networking to conduct background investigations. Employers use an applicant’s Facebook, LinkedIn, and postings made on an industry blog to find out about individuals they are considering hiring. Industries most likely to conduct background investigations on applicants are those that specialize in technology or that use sensitive information.
  • #67 When hiring practices eliminate substantial numbers of minority or women applicants, the burden of proof is on the employer to show that the practice is job related. For example, caution is advised in situations where an applicant acknowledges that he or she has been convicted of a crime. If having a criminal conviction cannot be shown to be job related, then having a conviction cannot be used as a criterion for hiring. The same goes for credit checks, if having a good credit record cannot be shown to be relevant to the job.
  • #68 Congress created new obligations for employers when it amended the federal Fair Credit Reporting Act in 1997. Employers’ obligations are triggered under the Act when employers use consumer reports that contain information about an individual’s personal and credit characteristics. To avoid legal problems, employers need to allow sufficient time between notifying an applicant or employee of a less-than-favorable consumer report and taking an adverse action as a result of the report.
  • #69 Applicants are usually required to submit the names of several people who know them personally and can provide additional information about them. Firms conduct these reference checks to gather additional insight into the information provided by the applicant and to verify its accuracy. A possible flaw with reference checking is that almost everyone can name three or four individuals willing to make favorable statements about them.
  • #70 The amount of protection given to those who provide references varies greatly. Laws in many states shield employers from liability for harm to an ex-employee based on job references they provide. The intent of this legislation is to make it easier for employers to give and receive meaningful information. Even so, there are two schools of thought with regard to supplying information about former employees. One is “Don’t tell them anything.” In this case, the employer provides only basic data, such as job title and dates of employment. The other approach is “Honesty is the best policy.” This is based on the reality that “facts honestly given” or “opinions honestly held” constitute a solid legal defense. Red flags are often raised when a former employer refuses to talk about a one-time employee, or when the information provided differs from that given by the applicant.
  • #71 Traditional reference checking takes a lot of time, so some firms have begun using automated reference checking instead. With this system, the job candidate contacts references directly and asks them to fill out an online questionnaire. The system automatically collects the surveys and prepares a report for the recruiter. The company does not run the risk of a recruiter asking an inappropriate question because the questions are standardized.
  • #72 Negligent hiring is the liability an employer incurs when it fails to conduct a reasonable investigation of an applicant’s background, and then assigns a potentially dangerous person to a position in which he or she can inflict harm, such as fraud, assault, battery, or interference with contractual relations. The primary consideration in negligent hiring is whether the risk of harm from an employee was reasonably foreseeable by the employer.
  • #73 The person who makes the selection decision is usually the hiring manager. This final choice is made from among those candidates still in the running after reference checks, selection tests, background investigations, and interview information has been evaluated.
  • #74 The Americans with Disabilities Act does not prohibit pre-employment medical examinations, but it does determine the point at which they may be administered during the selection process. All exams must be directly relevant to the job requirements, and a firm cannot order a medical exam until the applicant is offered employment.
  • #75 Employers should always notify candidates as soon as possible when their status changes during the selection process. This is done to prevent losing top candidates to competitors and to be respectful to candidates who have not been selected.
  • #76 Even though employees may account for as much as 80 percent of the value of a corporation, the task of measuring and understanding how they contribute to the bottom line is often difficult. Human capital metrics are measures of HR performance and should be good indicators of whether or not strategic goals are being achieved. There is no one-size-fits-all metric that employers can adopt to achieve greater hiring efficiency. The metrics that best suit each company depends on a variety of factors, including its business goals. The recent recession heightened the need to have metrics regarding the productivity of employees. When employee cost-cutting decisions must be made, it is important that the most productive employees are retained. One survey revealed that companies with best-in-class talent acquisition programs were most successful at measuring the following four performance criteria: time to hire, quality of hire, new-hire retention, and hiring managers’ overall satisfaction with the program.
  • #77 Quality of hire: Many recruiters believe that quality of hire is the most important metric to use in the selection process. Some possible measures to determine the quality of hire might be communication effectiveness, ability to motivate others, leadership ability, and cultural fit. Time required to hire: The shorter the time to hire, the more efficient the HR department is in finding the replacement for the job. The top candidates for nearly any job are hired and off the job market within anywhere from 1 to 10 days. It then becomes crucial for the time required to hire be as low as possible. Otherwise your best prospect will have already signed on to work for a competitor. New hire retention: New hire retention is calculated by determining the percent of the new hires that remain with the company at selected intervals, typically one or two years. If this situation is happening excessively, HR should analyze the selection process to determine if there are flaws in the system that causes new hires to terminate prematurely.
  • #78 Hiring manager overall satisfaction: The manager is largely responsible for the success of his or her department. It is the quality of his or her employees in the workgroup that have a major impact on success of the department. A manager’s belief that employees being hired through the recruitment and selection system do not perform as well as expected casts doubt on the entire selection process. Turnover rate: Number of times on average that employees have to be replaced during a year. Cost per hire: In determining the recruiting cost per hire, the total recruiting expense must first be calculated. Then, the cost per hire may be determined by dividing the recruiting expenses (calculation of advertising, agency fees, employee referrals, relocation, recruiter pay and benefits costs) by the number of recruits hired. Naturally, the difficulty associated with this measure is in determining the exact costs to include as recruiting expenses.
  • #79 Selection rate: The number of applicants hired from a group of candidates expressed as a percentage. For example, if 100 qualified candidates are available and twenty-five are chosen, the selection rate would be 25 percent. Acceptance rate: Number of applicants who accepted the job divided by the number who were offered the job. If this rate is unusually low, it would be wise to determine the reason that jobs are being turned down. A low acceptance rate increases recruiting cost. Yield rate: Percentage of applicants from a particular source and method that make it to the next stage of the selection process. For example, if 100 applicants submitted their résumés through the firm’s corporate career Web site and 25 were asked in for an interview, the yield rate for the corporate career Web site would be 25 percent.
  • #80 Organizational fit was discussed in this chapter as management’s perception of the degree to which the prospective employee will fit in with the firm’s culture or value system. When determining which leadership style will be more appropriate for a company, a country’s culture plays a major role in determining whether an executive will be successful or not. Regardless of how far-flung their markets and operations, multinational leaders typically retain and reflect the cultural mores of their home countries. Since the vast majority of firms are deeply rooted in the culture of their home countries, leaders who adhere to the cultural norms have a better chance of success.