RELATIONAL WORK SITUATION—INDIVIDUAL ASSIGNMENTAssume there .docx

RELATIONAL WORK SITUATION—INDIVIDUAL
ASSIGNMENT
Assume there are six actors, named Moe, Larry, Curly, Joe,
CurlyJoe, and Shemp.
There were many episodes. Episode titles are not important,
and can be made up.
This is slapstick. There are many gags. Gags are done by one
actor to another in an episode.
Attributes of Episode are Eid, title.
Attributes of Actor are Aid, sName.
Attributes of Star are Aid,Eid.
(Assume every episode has 3 stars if needed.)
Attributes of Gag are gType, dBy, dTo, Eid.
(dBy is actor ID who did the gag, dTo is actor ID who had the
gag done to him, Eid is episode.)
Attributes of GagName are gType and gName.
Sample gags(gName) include :
GetOutOfHere; NyukNyukNyuk; HeadBonk; Slowly I turn
Consider the following desired queries:
List all episodes where someone other than Curly does
‘NyukNyukNyuk’. (NNN).
List all episodes in which a star has a gag done to him, which he
then does to another star.
List stars that appear in every episode.
List stars that never do HeadBonk (HB).
List episodes where someone does ‘NyukNyukNyuk’ (NNN) to
Curly.
List episodes where both other stars do the same gag to Moe.

RELATIONAL ALGEBRA
Pick TWO of the relational algebra queries produced by your
group,
that were NOT also done for Relational Calculus.
Convert the relational algebra to relational calculus.
Give how ONE of them would be done in SQL.
Hand in the final written relational calculus and SQL queries.
RELATIONAL CALCULUS
Pick TWO of the relational calculus queries produced by your
group,
that were NOT also done for Relational Algebra.
Convert the relational calculus to relational algebra.
Give how ONE of them would be done in SQL.
Hand in the final written relational algebra and SQL queries.
Part 4
Staffing Activities: Selection
Chapter 10:
Internal Selection
McGraw-Hill/Irwin
Copyright © 2012 by The McGraw-Hill Companies, Inc., All
Rights Reserved.

Staffing Policies and Programs
Staffing System and Retention Management
Support Activities
Legal compliance
Planning
Job analysis
Core Staffing Activities
Recruitment: External, internal
Selection:
Measurement, external, internal
Employment:
Decision making, final match
Staffing Organizations Model
10-*
Organization Strategy
HR and Staffing Strategy
Organization
Mission
Goals and Objectives

10-*
Chapter OutlinePreliminary IssuesLogic of PredictionTypes of
PredictorsSelection PlanInitial Assessment MethodsTalent
Management/ Succession SystemsPeer AssessmentsSelf-
AssessmentsManagerial SponsorshipInformal Discussions and
RecommendationsChoice of MethodsSubstantive Assessment
MethodsSeniority and ExperienceJob Knowledge
TestsPerformance AppraisalPromotability RatingsAssessment
CentersInterview SimulationsPromotion Panels and Review
BoardsChoice of MethodsDiscretionary Assessment
MethodsLegal Issues
10-*
Learning Objectives for This ChapterCompare how the logic of
prediction applies to internal vs. external selection
decisionsEvaluate the relative advantages and disadvantages of
the five initial assessment methods used in internal
selectionConsider the merits and pitfalls of using seniority and
experience for internal selection decisionsDescribe the main
features of assessment centersUnderstand the advantages and
disadvantages of using assessment centers for internal selection
decisionsEvaluate the relative advantages and disadvantages of
the seven substantive assessment methods used in internal
selection
10-*
Discussion Questions for This ChapterExplain how internal
selection decisions differ from external selection
decisions.What are the differences among peer ratings, peer
nominations, and peer rankings?Explain the theory behind
assessment centers.Describe the three different types of
interview simulations.Evaluate the effectiveness of seniority,

assessment centers, and job knowledge as substantive internal
selection procedures.What steps should be taken by an
organization that is committed to shattering the glass ceiling?
10-*
Preliminary IssuesLogic of predictionindicators of internal
applicants’ degree of success in past situations should be
predictive of their likely success in new situationsTypes of
predictorsthere is usually greater depth and relevance to the
data available on internal candidates relative to external
selectionSelection planimportant for internal selection to avoid
the problems of favoritism and gut instinct that can be
especially prevalent in internal selection
10-*
Logic of Prediction: Past Performance Predicts Future
PerformanceAdvantages of internal over external
selectionGreater depth and relevance of data available on
internal candidatesGreater emphasis can be placed on samples
and criteria rather than signs
*
10-*
Discussion QuestionsExplain how internal selection decisions
differ from external selection decisions.

10-*
Talent Management/Succession SystemsKeep ongoing records
of skills, talents, and capabilities of employeesPrimary goal is
to facilitate internal selection systems through up-to-date,
accurate records on employeesPotential usesPerformance
managementRecruitment needs analysisEmployee
developmentCompensation and career management
10-*
Peer AssessmentsMethods include peer ratings, peer
nominations, peer rankingsStrengthsRely on raters who
presumably are knowledgeable of applicants’ KSAOsPeers more
likely to view decisions as fair due to their
inputWeaknessesMay encourage friendship biasCriteria
involved in assessments are not always clear
10-*
Ex. 10.1: Peer Assessment Methods
10-*
Initial Assessment MethodsSelf-assessmentsJob incumbents
asked to evaluate own skills to determine promotabilityExh.
10.2: Self-Assessment Form Managerial sponsorshipHigher-ups
given considerable influence in promotion decisionsExh. 10.3:
Employee AdvocatesInformal discussions and
recommendationsMay be suspect in terms of relevance to actual
job performance

10-*
Exhibit 10.4 Choice of Initial Assessment Methods
10-*
Discussion QuestionsWhat are the differences among peer
ratings, peer nominations, and peer rankings?
10-*
Substantive Assessment MethodsSeniority and experienceJob
knowledge testsPerformance appraisalPromotability
ratingsAssessment centersInterview simulationsPromotion
panels and review boards
10-*
Overview of Seniority and
ExperienceDefinitionsSeniorityLength of service with
organization, department, or jobExperienceNot only length of
service but also kinds of activities an employee has
undertakenWhy so widely used?Direct experience in a job
content area reflects an accumulated stock of KSAOs necessary
to perform jobInformation is easily and cheaply
obtainedProtects employee from capricious treatment and
favoritismPromoting senior or experienced employees is
socially acceptable -- viewed as rewarding loyalty
10-*
Evaluation of Seniority and ExperienceEmployees typically

expect promotions will go to most senior or experienced
employeeRelationship to job performanceSeniority is unrelated
to job performanceExperience is moderately related to job
performance, especially in the short runExperience is superior
because it is:a more valid method than senioritymore likely to
be content valid when past or present jobs are similar to the
future jobExperience is unlikely to remedy initial performance
difficulties of low-ability employeesis better suited to predict
short-term rather than long-term potential
10-*
Job Knowledge TestsJob knowledge includes elements of both
ability and seniorityMeasured by a paper-and-pencil test or a
computerHolds great promise as a predictor of job
performanceReflects an assessment of what was learned with
experienceAlso captures cognitive ability
10-*
Performance AppraisalA possible predictor of future job
performance is past job performance collected by a performance
appraisal processAdvantagesReadily availableProbably capture
both ability and motivationWeaknessesPotential lack of a direct
correspondence between requirements of current job and
requirements of position applied for“Peter Principle”
10-*
Performance AppraisalEx. 10.5: Questions to Ask in Using
Performance Appraisal as a Method of Internal Staffing
DecisionsIs the performance appraisal process reliable and
unbiased?Is present job content representative of future job

content?Have the KSAOs required for performance in the future
job(s) been acquired and demonstrated in the previous job(s)?Is
the organizational or job environment stable such that what led
to past job success will lead to future job success?
10-*
Promotability RatingsAssessing promotability involves
determining an applicant’s potential for higher-level
jobsPromotability ratings often conducted along with
performance appraisals Useful for both selection and
recruitmentCaveatWhen receiving separate evaluations for
purposes of appraisal, promotability, and pay, an employee may
receive mixed messages
10-*
Overview of Assessment CentersElaborate method of employee
selectionInvolves using a collection of predictors to forecast
success, primarily in higher-level jobsObjectivePredict an
individual’s behavior and
effectiveness in critical roles, usually managerialIncorporates
multiple methods of assessing multiple KSAOs using multiple
assessors
10-*
Ex. 10.7 Assessment Center Rating FormParticipants take part
in several exercises over multiple daysIn-basket
exerciseLeaderless group discussionCase analysisTrained
assessors evaluate participants’ performance

10-*
Characteristics of Assessment CentersParticipants are usually
managers being assessed for higher-level managerial
jobsParticipants are evaluated by assessors at conclusion of
program
10-*
Evaluation of Assessment CentersValidityAverage vali
= .37 Validity is higher whenMultiple predictors are
usedAssessors are psychologists rather than managersPeer
evaluations are usedPossess incremental validity in predicting
performance and promotability beyond personality traits and
cognitive ability testsResearch results“Crown prince/princess”
syndromeParticipant reactions
10-*
Other Substantive Assessment MethodsInterview
simulationsRole-play: candidate must play work related role
with interviewerFact finding: candidate needs to solicit
information to evaluate an incomplete caseOral presentations:
candidate must prepare and make an oral presentation on
assigned topicPromotion panels and review boards: use
multiple raters, which can improve reliability and can broaden
commitment to decisions reached
10-*
Exhibit 10.8 Choice of Substantive Assessment Methods

10-*
Discussion QuestionsExplain the theory behind assessment
centers.Describe the three different types of interview
simulations.Evaluate the effectiveness of seniority, assessment
centers, and job knowledge as substantive internal selection
procedures.
10-*
Discretionary Assessment MethodsNarrows list of finalists to
those who will receive job offersDecisions often made on basis
ofOrganizational citizenship behavior andStaffing philosophy
regarding EE0 / AADifferences from external selectionPrevious
finalists not receiving job offers do not simply
disappearMultiple assessors generally used
10-*
Legal IssuesUniform Guidelines on Employee
Selection Procedures (UGESP)Shattering the glass
ceilingEmploy greater use of selection plansMinimize use of
casual, subjective methods and use formal, standardized, job-
related assessment methodsImplement programs to convey
KSAOs necessary for advancement to aspiring employees
10-*
Discussion QuestionsWhat steps should be taken by an
organization that is committed to shattering the glass ceiling?

10-*
Ethical IssuesIssue 1Given that seniority is not a particularly
valid predictor of job performance, do you think it’s unethical
for a company to use it as a basis for promotion? Why or why
not?Issue 2Vincent and Peter are both sales associates, and are
up for promotion to sales manager. In the last five years, on a
1=poor to 5=excellent scale, Vincent’s average performance
rating was 4.7 and Peter’s was 4.2. In an assessment center that
was meant to simulate the job of sales manager, on a 1=very
poor to 10=outstanding scale, Vincent’s average score was 8.2
and Peter’s was 9.2. Assuming everything else is equal, who
should be promoted? Why?
Part 4
Chapter 9:
External Selection II
McGraw-Hill/Irwin
Rights Reserved.
Support Activities
Legal compliance
Planning

Job analysis
Selection:
Employment:
9-*
Organization
Mission
9-*
External Selection II OutlineSubstantive Assessment
MethodsPersonality TestsAbility TestsEmotional Intelligence
TestsPerformance Tests and Work SamplesSituational Judgment
TestsIntegrity TestsInterest, Values, and Preference
InventoriesStructured InterviewChoice of Substantive

Assessment MethodsDiscretionary Assessment
MethodsContingent Assessment MethodsDrug testingMedical
examsLegal IssuesUniform Guidelines on Employee Selection
ProceduresSelection Under the Americans With Disabilities Act
(ADA)Drug Testing
9-*
Learning Objectives for This ChapterDistinguish among initial,
substantive, and contingent selectionReview the advantages and
disadvantages of personality and cognitive ability testsCompare
and contrast work sample and situational judgment
testsUnderstand the advantages of structured interviews and
how interviews can be structuredReview the logic behind
contingent assessment methods and how they are
administratedUnderstand the ways in which substantive and
contingent assessment methods are subject to various legal rules
and restrictions
9-*
Discussion Questions for This ChapterDescribe the similarities
and differences between personality tests and integrity tests.
When is each warranted in the selection process?How would
you advise an organization considering adopting a cognitive
ability test for selection?Describe the structured interview.
What are the characteristics of structured interviews that
improve on the shortcomings of unstructured interviews?What
are the most common discretionary and contingent assessment
methods? What are the similarities and differences between the
use of these two methods?What is the best way to collect and
use drug-testing data in selection decisions?How should
organizations apply the general principles of the UGESP to
practical selection decisions?

Ex. 8.3 Assessment Methods by Applicant Flow Stage
Substantive assessment methods
Determining who among the minimally qualified will likely be
the best performers on the job
9-*
9-*
Overview of Personality TestsCurrent role of personality tests
e.g., role of Big FiveDescribe behavioral, not emotional or
cognitive traitsMay capture up to 75% of an individual’s
personalityBig Five factors (Personality Characteristics
Inventory etc.)Emotional stability-calm, optimistic, and well
adjustedExtraversion-sociable, assertive, active, upbeat, and
talkativeOpenness to experience-imaginative, attentive to inner
feelings, have intellectual curiosity and independence of
judgmentAgreeableness-altruistic, trusting, sympathetic, and
cooperativeConscientiousness-purposeful, determined,
dependable, and attentive to detailRoughly 50% of the variance
in the Big Five traits appears to be inherited
9-*
Ex. 9.1 Sample Items from the Personal Characteristics
InventoryConscientiousnessI can always be counted on to get
the job done.I am a very persistent worker.I almost always plan
things in advance of work.ExtraversionMeeting new people is
enjoyable to me.I like to stir up excitement if things get
boring.I am a “take-charge” type of person.

9-*
Ex. 9.1 Sample Items from the Personal Characteristics
InventoryAgreeablenessI like to help others who are down on
their luck.I usually see the good side of people.I forgive others
easily.Emotional StabilityI can become annoyed at people quite
easily (reverse-scored).At times I don’t care about much of
anything (reverse-scored).My feelings tend to be easily hurt
(reverse-scored).Openness to ExperienceI like to work with
difficult concepts and ideas.I enjoy trying new and different
things.I tend to enjoy art, music, or literature.
9-*
Ex. 9.2 Implications of Big Five Personality Traits at Work
9-*
Criticisms of Personality TestsTrivial validitiesCorrelations for
any individual trait with job performance are typically low
(around r=.23)However, when all traits are used simultaneously,
correlations are higherFakingIndividuals answer in a dishonest
wayHowever, tests still have some validity, and it may be that
being able to “act” conscientiously may be related to real job
performanceNegative applicant reactionsApplicants, in general,
believe personality tests are less valid predictors of job
performance
9-*
Exhibit 9.3 The Core Self-Evaluations Scale

9-*
Overview of Ability TestsDefinition -- Measures that assess an
individual’s capacity to function in a certain way15 to 20% of
organizations use ability tests in selectionTwo typesAptitude -
Assess innate capacity to functionAchievement - Assess learned
capacity to function
9-*
Overview of Ability TestsFour classes of ability
testsCognitive: perception, memory, reasoning, verbal, math,
expressionPsychomotor: thought/body movement
coordinationPhysical: strength, endurance, movement
qualitySensory/perceptual: detection & recognition of stimuli
9-*
Exhibit 9.4 Sample Cognitive Ability Test Items
9-*
Evaluation of Cognitive Ability TestsValidity approaches
.50Research findingsAmong the most valid methods of
selectionOften generalizes across organizations, job types, and
types of applicantsCan produce large economic gains for
organizations and provide major competitive advantageValidity
is particularly high for jobs of medium and high complexity but
also exists for simple jobsA simple explanation for validity:
those with higher cognitive ability acquire and use greater
knowledge

9-*
Limitations of Cognitive Ability TestsConcern over adverse
impact and fairness of testsEqually accurate predictors of job
performance for various racial & ethnic groupsBlacks and
Hispanics score lower than whitesThis gap is narrowing
somewhat over timeAlternative presentation formats (e.g.,
verbal tests) decrease differences in scores dramatically while
producing nearly equivalent scoresApplicants’
perceptionsReactions to concrete vs. abstract test items
9-*
Other Types of Ability TestsPsychomotor ability testsReaction
time, arm-hand steadiness, control precision, and manual and
digit dexterityPhysical abilities testsMuscular strength,
cardiovascular endurance, and movement
qualitySensory/perceptual abilities testsAbility to detect and
recognize environmental stimuli
9-*
Emotional IntelligenceThe ability to monitor one’s own and
others’ feelings, to discriminate among them, and to use this
information to guide one’s thinking and actionSelf-awareness:
Good at recognizing and understanding one’s own
emotionsOther awareness: Good at recognizing and
understanding others’ emotionsEmotion regulation: Good at
making use of or managing this awareness
9-*
Emotional IntelligenceA review of many studies indicated that,

overall, EI correlated poorly with job performance after
personality traits were consideredSome critics argue that
because EI is so closely related to intelligence and personality,
once you control for these factors, EI has nothing unique to
offer
9-*
Performance Tests and Work SamplesDefinition -- Assess actual
performance (e.g., fix a car, teach a class, type a
document)Types of tests (should focus on relevant
KSAOs)Performance test vs. work sample (all or some)Motor vs
verbal work samples (action or thought)High- vs. low-fidelity
tests (level of realism)Computer interaction performance tests
vs. paper-and-pencil tests including simulations (e.g., The
Manager’s Workshop)All the above can have good validity
(.50+) & acceptance
9-*
Situational Judgment TestsPlace applicants in hypothetical, job-
related situations.Applicants are then asked to choose a course
of action from several alternativesCapture the validity of work
samples and cognitive ability tests in a way that is cheaper than
work samples and that has less adverse impact than cognitive
ability tests
9-*
Ex. 9.7: Example of Situational Judgment Test Item

9-*
Integrity TestsTwo types (Exhibit 9.8)Clear purpose / overtDo
you think most people would cheat if they thought they could
get away with it?Do you believe a person has a right to steal
from an employer if he or she is unfairly treated?Personality-
based/veiled purposeWould you rather go to a party than read a
newspaper?How often do you blush?Scores appear to reflect
conscientiousness, agreeableness, and emotional stability
9-*
Integrity TestsValidity can be usefulEspecially good at
predicting counterproductive performance, like negative work
behaviorsGenerally good at predicting job performance,
although there is some controversy regarding this issueWhy
would these tests predict general performance?
9-*
Interest, Values, and Preference InventoriesAssess activities
individuals prefer to do on & off the job; do not attempt to
assess ability to do theseNot often used in selectionCan be
useful for self-selection into job typesTypes of testsStrong
Vocational Interest Blank (SVIB)Myers-Briggs Type Inventory
(MBTI)EvaluationUnlikely to predict job performance
directlyMay help assess person-organization fit & subsequent
job satisfaction, commitment & turnover
9-*
Discussion questionsDescribe the similarities and differences
between personality tests and integrity tests. When is each
warranted in the selection process?How would you advise an

organization considering adopting a cognitive ability test for
selection?
9-*
Typical Unstructured InterviewsRelatively unplanned and
“quick and dirty”Questions based on interviewer “hunches” or
“pet questions” to assess applicantsCasual, open-ended, or
subjective questionsOften contains obtuse questionsOften
contains highly speculative questionsInterviewer often
unpreparedMore potential for discrimination and biasValidity
typically r=.20
9-*
Structured InterviewsQuestions based on job analysisSame
questions asked of each candidateResponse to each question
numerically evaluatedDetailed anchored rating scales used to
score each responseDetailed notes taken, focusing on
interviewees’ behaviorsValidity may be r=.30 or betterTraining
interviews improves validity
9-*
Structured Interviews (continued)Situational - Assess
applicant’s ability to project his / her behaviors to future
situations. Assumes the person’s goals/intentions will predict
future behaviorExperience-based - Assess past behaviors that
are linked to prospective job. Assumes past performance will
predict future performanceResearch is inconclusive regarding
which type is best

9-*
Constructing a Structured InterviewConsult job requirements
matrixDevelop the selection planExh. 9.10: Partial Selection
Plan for Job of Retail Store Sales Associate Develop structured
interview planExh. 9.11: Structured Interview Questions,
Benchmark Responses, Rating Scale, and Question
WeightsSelect and train interviewersEvaluate effectiveness
9-*
Discussion questionsDescribe the structured interview. What are
the characteristics of structured interviews that improve on the
shortcomings of unstructured interviews?
9-*
Selection for Team EnvironmentsTypes of teamsProblem-
solving teamsSelf-managed work teamsCross-functional
teamsVirtual teamsEstablish steps for selection in team-based
environmentsWho should make the hiring decision?Critical to
ensure proper context is in place
9-*
Selection for Team EnvironmentsInterpersonal KSAsConflict-
Resolution KSAsCollaborative Problem--Solving
KSAsCommunication KSAsSelf-management KSAsGoal-Setting
and Performance- Management KSAsPlanning and Task-
Coordination KSAs

9-*
Exhibit 9.14 Evaluation of Substantive Assessment Methods
9-*
Discretionary Assessment MethodsUsed to separate people who
receive job offers
from list of finalists (assumes each finalist is considered fully
qualified for position)Often very subjective, relying heavily on
intuition
of decision makerFactors other than KSAOs are
evaluatedAssess person/organization matchAssess motivation
levelAssess people on relevant organizational
citizenship behaviorsShould involve organization’s staffing
philosophy regarding EEO/AA commitments
9-*
Contingent Assessment Methods“We offer you this job
contingent upon ….”Contingent methods not always
usedDepends on nature of job and legal mandatesMight involve
confirmation ofDrug test resultsMedical exam results
9-*
Drug TestingThe average drug user was 3.6 times more likely to
be involved in an accidentreceived 3 times the average level of
sick benefitswas 5 times more likely to file a workers’
compensation claimmissed 10 times as many work days as
nonusers31% of all fatal truck accidents were due to alcohol or

drugsDrug testing has decreased in recent years because so few
people test positive
9-*
Ex. 9.16
Example of a Drug Testing Program
9-*
Features of an effective drug testing programEmphasize drug
testing in safety--sensitive jobsUse only reputable testing
laboratories, and ensure that strict chain of custody is
maintained.Ask applicants for their consent, and inform them of
test resultsUse retesting to validate positive samples from the
initial screening testEnsure that proper procedures are followed
to maintain the applicant’s right to privacyReview the program
and validate the results against relevant criteria (accidents,
absenteeism, turnover, job performance); conduct a cost-benefit
analysis
9-*
Medical ExamsIdentify potential health risks in job
candidatesMust ensure medical exams are required only when a
compelling reason existsEnsures people with disabilities
unrelated to job performance are not screened outUse is strictly
regulated by ADA to ensure disabilities not job related are not
screened outUsually lack validity as procedures vary by
doctorNot always job relatedOften emphasize short- rather than
long-term healthNew job-related medical standards are specific,
job related, and valid

9-*
Discussion questionsWhat are the most common discretionary
and contingent assessment methods? What are the similarities
and differences between the use of these two methods?
9-*
Legal Issues: Uniform Guidelines on Employee Selection
Procedures (UGESP)General principlesTechnical
standardsDocumentation of impact and
validity evidenceDefinitionsMakes substantial demands of a
staffing systemEnsures awareness of possibility of adverse
impact
in employment decisionsIf adverse impact is found, mechanisms
provided
to cope with it
9-*
Legal Issues: ADA and Drug TestingSelection under the
Americans with Disabilities Act (ADA)General
principlesAccess to job application processReasonable
accommodation
to testingMedical examinationsDrug testingUGESPDrug testing
is permitted to detect illegal drug use and discipline/termination
if found is OK

9-*
Medical ExamsIdentifies potential health risks in job
candidatesImportant to ensure medical exams are required
only when a compelling reason existsEnsures people with
disabilities unrelated to job performance are not screened
outUse is strictly regulated by ADALack validity as procedures
vary by doctorNot always job relatedOften emphasizes short-
rather than long-term healthNew approach -- Job-related
medical standards
9-*
Discussion questionsHow should organizations apply the
general principles of the UGESP to practical selection
decisions?
9-*
Ethical IssuesIssue 1Do you think it’s ethical for employers to
select applicants on the basis of questions such as, “Dislike
loud music” and “Enjoy wild flights of fantasy,” even if the
scales that such items measure have been shown to predict job
performance? Explain.Issue 2Cognitive ability tests are one of
the best predictors of job performance, yet they have substantial
adverse impact against minorities. Do you think it’s fair to use
such tests? Why or why not?

Part 4
Chapter 8:
External Selection I
McGraw-Hill/Irwin
Rights Reserved.
Support Activities
Legal compliance
Planning
Job analysis
Selection:
Employment:
8-*

Organization
Mission
8-*
Chapter OutlinePreliminary IssuesLogic of PredictionNature of
PredictorsDevelopment of the Selection PlanSelection
SequenceInitial Assessment MethodsResumes and Cover
LettersApplication BlanksBiographical InformationInitial
Assessment MethodsReferences and Background ChecksInitial
InterviewChoice of MethodsLegal IssuesDisclaimersReference
ChecksBackground ChecksPreemployment InquiriesBona Fide
Occupational Qualifications
8-*
Learning Objectives for This ChapterUnderstand how the logic
of prediction guides the selection processReview the nature of
predictors—how selection measures differUnderstand the
process involved in developing a selection plan, and the
selection sequenceLearn about initial assessment methods and
understand how these methods are optimally used in
organizationsEvaluate the relative effectiveness of initial
assessment methods to determine which work best, and
whyReview the legal issues involved in the use of initial
assessment methods, and understand how legal problems can be
avoided

8-*
Discussion Questions for This ChapterA selection plan
describes which predictor(s) will be used to assess the KSAOs
required to perform the job. What are the three steps to follow
in establishing a selection plan?In what ways are the following
three initial assessment methods similar and in what ways are
they different: application blanks, biographical information, and
reference and background checks?Describe the criteria by which
initial assessment methods are evaluated. Are some of these
criteria more important than others?Some methods of initial
assessment appear to be more useful than others. If you were
starting your own business, which initial assessment methods
would you use and why?How can organizations avoid legal
difficulties in the use of preemployment inquiries in initial
selection decisions?
8-*
Logic of Prediction: Past Performance Predicts Future
PerformanceNot specific enough to make selection decisionsJob
titlesNumber of years of experienceWhat counts is the specific
types of experiences required and the level of success at each
*
8-*
Nature of PredictorsContentSign: A predisposition thought to
relate to performance (e.g., personality)Sample: Observing
behavior thought to relate to performanceCriterion: Actual

measure of prior performanceFormSpeed vs. power: How many
versus what levelPaper / pencil vs. performance: Test in
writing or in behaviorObjective vs. essay: Much like multiple-
choice vs. essay course exam questionsOral vs. written vs.
computer: How data are obtained
*
8-*
Development of the Selection Plan:
Steps Involved
Develop list of KSAOs required for jobKSAOs are provided by
job requirements matrix
For each KSAO, decide if it needs to be assessed in the
selection process
Determine method(s) of assessment to be used for each KSAO
Ex. 8.3 Assessment Methods by Applicant Flow Stage
Initial assessment methods
Minimize the costs associated with substantive assessment
methods by reducing the number of people assessed
8-*
8-*
Discussion questionsA selection plan describes which
predictor(s) will be used to assess the KSAOs required to
perform the job. What are the three steps to follow in

establishing a selection plan?
8-*
Resumes and Cover LettersInformation provided is controlled
by applicantInformation needs to be verified by other predictors
to ensure accuracy and completenessMajor issuesLarge number
received by organizationsFalsification and misrepresentation of
informationLack of research exists related toValidity or
reliabilityCostsAdverse impact
8-*
Overview of Application BlanksAreas coveredEducational
experienceTrainingJob experienceKey advantage --
Organization dictates information providedMajor issue --
Information requested shouldBe critical to job success
andReflect KSAOs relevant to jobSample application blank -
Exh. 8.4
Sample Application for Employment
8-*
8-*
Application BlanksAreas of special interestEducational
requirementsLevel of educationGPAQuality of schoolMajor
field of studyExtracurricular activitiesTraining and experience
requirementsLicensing, certification, and job
knowledgeWeighted application blanks are betterUnweighted
correlation with performance from.10 to .20Weighted

correlations are substantially higher
8-*
Biographical Information / BiodataPersonal history information
of applicant’s background and interests“Best predictor of future
behavior is past behavior”Past behaviors may reflect ability or
motivation MeasuresExh. 8.5: Examples of Biodata
ItemsBiodata compared with background checksBackground
check examines an applicant’s backgroundconducted through
records checks and conversations with referencesBiodataused to
predict future performanceinformation is collected by survey
8-*
Exhibit 8.5 Examples of Biodata Items
*
8-*
Evaluation: Biographical
Information / BiodataTest-retest reliability can be high: .60 to
.90Predictive validity moderate: r = .32 to
.37IssuesGeneralizability beyond first group?Although
predictive validity exists, it is not clear
what these inventories assessFalsification can be a big problem

*
8-*
Reference Reports:
Letters of Recommendation ProblemsInability to discern more-
qualified from
less-qualified applicantsLack of standardizationSuggestions to
improve credibilityUse a structured formUse a standardized
scoring key
*
8-*
Reference Reports: Reference ChecksApproach involves
verifying applicant’s background via contact withPrior
immediate supervisor(s) orHR department of current of previous
companiesRoughly 8 of 10 companies conduct reference
checksProblemsSame as problems with letters of
recommendationReluctance of companies to provide requested
information due to legal concerns Exh. 8.7: Sample Reference
Check
8-*
Reference Reports: Background TestingMethod involves
assessing reliability of applicants’ behavior, integrity, and

personal adjustmentType of information requestedCriminal
historyCredit informationEducational historyEmployment
verificationDriver license historiesWorkers’ compensation
claimsKey issuesLimited validity evidenceLegal constraints on
pre-employment inquiries
8-*
Evaluation of Reference ReportsPredictive validity limited: r =
.16 to .26Validity depends on source providing informationHR
department, coworker, or relativeSupervisorsWhat sources do
you think work best?Cost vs. benefit of approach must be
considered
*
8-*
Initial InterviewCharacteristicsBegins process of necessary
differentiationPurpose -- Screen out most obvious cases of
person / job mismatchesLimitation -- Most expensive method
of initial assessmentVideo and computer interviewsOffers cost
savings
8-*
Evaluation of Initial InterviewMinimal evidence exists
regarding usefulnessGuidelines to enhance usefulnessAsk
questions assessing most basic KSAOsStick to basic,
fundamental questions suitable for making rough cuts rather

than subjective questionsKeep interviews briefAsk same
questions of all applicants
Choice of Initial Assessment Methods
8-*
*
8-*
Discussion questionsIn what ways are the following three initial
assessment methods similar and in what ways are they different:
application blanks, biographical information, and reference and
background checks?Describe the criteria by which initial
assessment methods are evaluated. Are some of these criteria
more important than others?Some methods of initial assessment
appear to be more useful than others. If you were starting your
own business, which initial assessment methods would you use
and why?
8-*
Legal IssuesDisclaimers - Organization clearly identifies
rights it wants to maintainEmployment-at-willVerification
consentFalse statement warning Reference
checksPreemployment inquiriesFederal laws and
regulationsEEOC Guide to Preemployment InquiriesADA
regulationsState laws and regulations

8-*
Legal IssuesBona fide occupational qualifications -
BFOQsDiscrimination based on sex, religion, or national origin,
but not race or color, is permitted if it can be shown to be a
BFOQ “reasonably necessary to the normal operation” of the
businessEmployer justificationsInability to performSame-sex
personal contactCustomer preferencePregnancy or fertility
8-*
Discussion questionsHow can organizations avoid legal
difficulties in the use of preemployment inquiries in initial
selection decisions?
8-*
Ethical IssuesIssue 1Is it wrong to “pad” one’s résumé with
information that, while not an outright lie, is an enhancement?
For example, would it be wrong to term one’s job “maintenance
coordinator” when in fact one simply emptied garbage
cans?Issue 2Do you think employer have a right to check into
applicants’ backgrounds? Even if there is no suspicion of
misbehavior? Even if the job poses no security or sensitive
risks? Even if the background check includes driving offenses
and credit histories?
Part 4

Chapter 7: Measurement
Chapter 8: External Selection I
Chapter 9: External Selection II
Chapter 10: Internal Selection
McGraw-Hill/Irwin
Rights Reserved.
Part 4
Chapter 7:
Measurement
Support Activities
Legal compliance
Planning
Job analysis
Selection:
Employment:
7-*

Organization
Mission
7-*
Chapter OutlineImportance and Use of MeasuresKey
ConceptsMeasurementScoresCorrelation Between ScoresQuality
of MeasuresReliability of MeasuresValidity of
MeasuresValidation of Measures in StaffingValidity
GeneralizationStaffing Metrics and BenchmarksCollection of
Assessment DataTesting ProceduresAcquisition of Tests and
Test ManualsProfessional StandardsLegal IssuesDetermining
Adverse ImpactStandardizationBest Practices
7-*
Learning Objectives for This ChapterDefine measurement and
understand its use and importance in staffing
decisionsUnderstand the concept of reliability and review the
different ways reliability of measures can be assessedDefine

validity and consider the relationship between reliability and
validityCompare and contrast the two types of validation studies
typically conductedConsider how validity generalization affects
and informs validation of measures in staffingReview the
primary ways assessment data can be collected
7-*
Discussion Questions for This ChapterImagine and describe a
staffing system for a job in which there are no measures
used.Describe how you might go about determining scores for
applicants’ responses to (a) interview questions, (b) letters of
recommendation, and (c) questions about previous work
experience.Give examples of when you would want the
following for a written job knowledge testa low coefficient
alpha (e.g., α = .35)a low test–retest reliability.Assume you
gave a general ability test, measuring both verbal and
computational skills, to a group of applicants for a specific job.
Also assume that because of severe hiring pressures, you hired
all of the applicants, regardless of their test scores. How would
you investigate the criterion-related validity of the test?How
would you go about investigating the content validity of the
test?What information does a selection decision maker need to
collect in making staffing decisions? What are the ways in
which this information can be collected?
7-*
Key ConceptsMeasurementthe process of assigning numbers to
objects to represent quantities of an attribute of the
objectsScoresthe amount of the attribute being
assessedCorrelation between scoresa statistical measure of the
relation between the two sets of scores

7-*
Importance and Use of MeasuresMeasuresMethods or
techniques for describing and assessing attributes of
objectsExamplesTests of applicant KSAOsJob performance
ratings
of employeesApplicants’ ratings of their
preferences for various types
of job rewards
7-*
Importance and Use of Measures
(continued)Summary of measurement process(a) Choose an
attribute of interest(b) Develop operational definition of
attribute(c) Construct a measure of attribute as operationally
defined(d) Use measure to actually gauge attributeResults of
measurement processScores become indicators of attributeInitial
attribute and its operational definition are transformed into a
numerical expression of attribute
7-*
Measurement: DefinitionProcess of assigning numbers to
objects to represent quantities of an attribute of the
objectsAttribute/Construct - Knowledge of mechanical
principlesObjects - Job applicants

Ex. 7.1 Use of Measures in Staffing
7-*
7-*
Measurement: StandardizationInvolvesControlling influence of
extraneous factors
on scores generated by a measure andEnsuring scores obtained
reflect the attribute measuredProperties of a standardized
measureContent is identical for all objects
measuredAdministration of measure is identical for all
objectsRules for assigning numbers are clearly specified and
agreed on in advance
7-*
Measurement: LevelsNominalA given attribute is categorized
and numbers are assigned to categoriesNo order or level implied
among categoriesOrdinalObjects are rank-ordered according to
how much of attribute they possessRepresents relative
differences among objectsIntervalObjects are rank-
orderedDifferences between adjacent points on measurement
scale are equal in terms of attributeRatioSimilar to interval
scales - equal differences between scale points for attribute
being measuredHave a logical or absolute zero point
7-*
Measurement: Differences in

Objective and Subjective MeasuresObjective measuresRules
used to assign numbers to attribute are predetermined,
communicated, and applied
through a system Subjective measuresScoring system is more
elusive, often involving a rater who assigns the
numbersResearch shows these may not be strongly related, but
purely objective measures can miss important parts of job
performance
7-*
ScoresDefinitionMeasures provide scores to represent
amount of attribute being assessedScores are the numerical
indicator of attributeCentral tendency and variabilityExh. 7.2:
Central Tendency and Variability: Summary
StatisticsPercentilesPercentage of people scoring below an
individual in a distribution of scoresStandard scores
7-*
Discussion questionsImagine and describe a staffing system for
a job in which there are no measures used.Describe how you
might go about determining scores for applicants’ responses to
(a) interview questions, (b) letters of recommendation, and (c)
questions about previous work experience.
7-*
Correlation Between ScoresScatter diagramsUsed to plot the
joint distribution of the two sets of scoresExh. 7.3: Scatter
Diagrams and Corresponding CorrelationsCorrelation

coefficientValue of r summarizes bothStrength of relationship
between two sets of scores andDirection of relationshipValues
can range from r = -1.0 to r = 1.0Interpretation - Correlation
between two variables does not imply causation between
themExh. 7.4: Calculation of Product-Movement Correlation
Coefficient
7-*
Exh. 7.3: Scatter Diagrams and
Corresponding Correlations
7-*
7-*
7-*
Significance of the Correlation CoefficientPractical
significanceRefers to size of correlation coefficientThe greater
the degree of common variation
between two variables, the more one variable

can be used to understand another variableStatistical
significanceRefers to likelihood a correlation exists in a
population, based on knowledge of the actual value of r in a
sample from that populationSignificance level is expressed as p
< valueInterpretation -- If p < .05, there are fewer than 5
chances in 100 of concluding there is a relationship in the
population when, in fact, there is not
7-*
Quality of MeasuresReliability of measuresValidity of
measuresValidity of measures in staffingValidity generalization
7-*
Quality of Measures: ReliabilityDefinition: Consistency of
measurement of an attributeA measure is reliable to the extent it
provides a consistent set of scores to represent an
attributeReliability of measurement is of concernBoth within a
single time period and between time periodsFor both objective
and subjective measuresExh. 7.6: Summary of Types of
Reliability
7-*
Ex. 7.6: Summary of Types of Reliability
7-*
Quality of Measures: ReliabilityMeasurement errorActual score
= true score + errorDeficiency error Failure to measure some

aspect of attribute assessedContamination errorOccurrence of
unwanted or undesirable influence on the measure and on
individuals being measured
7-*
Ex. 7.7 - Sources of Contamination Error and Suggestions for
Control
7-*
Quality of Measures: ReliabilityProcedures to calculate
reliability estimates Coefficient alphaShould be least .80 for a
measure to have an acceptable degree of reliabilityInterrater
agreementMinimum level of interrater agreement - 75% or
higherTest-Retest reliabilityConcerned with stability of
measurementLevel of r should range between r = .50 to r =
.90Intrarater agreementFor short time intervals between
measures, a fairly high relationship is expected - r = .80 or 90%
7-*
Quality of Measures: ReliabilityImplications of
reliabilityStandard error of measurementSince only one score is
obtained from an applicant, the critical issue is how accurate the
score is as an indicator of an applicant’s true level of
knowledgeRelationship to validityReliability of a measure
places an upper limit on the possible validity of a measureA
highly reliable measure is not necessarily validReliability does
not guarantee validity - it only makes it possible

7-*
Quality of Measures: ValidityDefinition: Degree to which a
measure truly measures the attribute it is intended to
measureAccuracy of measurementExh. 7.9: Accuracy of
MeasurementAccuracy of predictionExh. 7.10: Accuracy of
Prediction
7-*
Ex. 7.9: Accuracy of Measurement
7-*
Discussion questionsGive examples of when you would want the
following for a written job knowledge testa low coefficient
alpha (e.g., α = .35)a low test–retest reliability.
7-*
Exh. 7.12: Accuracy of Prediction
7-*
Exh. 7.12: Accuracy of Prediction
7-*
Validity of Measures in StaffingImportance of validity to
staffing processPredictors must be accurate representations of
KSAOs to be measuredPredictors must be accurate in predicting
job success Validity of predictors explored through validation

studiesTwo types of validation studiesCriterion-related
validationContent validation
Ex. 7.13: Criterion-Related Validation
Criterion Measures: measures of performance on tasks and task
dimensions
Predictor Measure: it taps into one or more of the KSAOs
identified in job analysis
Predictor–Criterion Scores: must be gathered from a sample of
current employees or job applicants
Predictor–Criterion Relationship: the correlation must be
calculated.
7-*
7-*
Ex. 7.14: Concurrent and Predictive
Validation Designs
7-*
Ex. 7.14: Concurrent and Predictive
Validation Designs
7-*
Content ValidationContent validation involvesDemonstrating
the questions/problems (predictor scores) are a representative
sample of the kinds of situations occurring on the jobCriterion

measures are not usedA judgment is made about the probable
correlation between predictors and criterion measuresUsed in
two situationsWhen there are too few people to form a sample
for criterion-related validationWhen criterion measures are not
availableExh. 7.16: Content Validation
7-*
Validity GeneralizationDegree to which validity can be
extended to other contextsContexts include different situations,
samples of people and time periodsSituation-specific validity
vs. validity generalizationExh. 7.18: Hypothetical Validity
Generalization ExampleDistinction is important becauseValidity
generalization allows greater latitude than situation
specificityMore convenient and less costly not to have to
conduct a separate validation study for every situation
Exhibit 7.18 Hypothetical Validity Generalization Example
7-*
7-*
Discussion questionsAssume you gave a general ability test,
measuring both verbal and computational skills, to a group of
applicants for a specific job. Also assume that because of severe
hiring pressures, you hired all of the applicants, regardless of
their test scores. How would you investigate the criterion-
related validity of the test?How would you go about
investigating the content validity of the test?What information
does a selection decision maker need to collect in making
staffing decisions? What are the ways in which this information
can be collected?

7-*
Staffing Metrics and BenchmarksMetricsquantifiable measures
that demonstrate the effectiveness (or ineffectiveness) of a
particular practice or procedureStaffing metricsjob
analysisvalidationMeasurementBenchmarking as a means of
developing metrics
7-*
Collection of Assessment DataTesting proceduresPaper and
pencil measuresPC- and Web-based approachesApplicant
reactionsAcquisition of tests and test manualsPaper and pencil
measuresPC- and Web-based approachesProfessional standards
7-*
Legal IssuesDisparate impact statisticsApplicant flow
statisticsApplicant stock statisticsStandardizationLack of
consistency in treatment of applicants is
a major factor contributing to discriminationExample:
Gathering different types of background information from
protected vs. non-protected groupsExample: Different
evaluations of information for protected vs. non-protected
groupsValidationIf adverse impact exists, a company must
either eliminate it or justify it exists for job-related reasons
(validity evidence)
7-*

Ethical IssuesIssue 1Do individuals making staffing decisions
have an ethical responsibility to know measurement issues?
Why or why not?Issue 2Is it unethical for an employer to use a
selection measure that has high empirical validity but lacks
content validity? Explain.
Part 3
Staffing Activities: Recruitment
Chapter 6:
Internal Recruitment
McGraw-Hill/Irwin
Rights Reserved.
Support Activities
Legal compliance
Planning
Job analysis
Selection:
Employment:

6-*
Organization
Mission
Chapter OutlineStrategic Recruitment PlanningStrategic Internal
Recruiting GoalsMobility Paths and PoliciesClosed, Open, and
Hybrid MethodsOrganization and
AdministrationTimingApplicant ReactionsCommunication
MessageMediumStrategy
implementationSourcesMetricsTransition to SelectionLegal
IssuesAffirmative Action Programs RegulationsBona Fide
Seniority SystemsThe Glass Ceiling
6-*
6-*
Learning Objectives for This ChapterBe able to engage in
effective internal recruitment planning activitiesApply concepts

of closed, open, and hybrid recruitment to the internal recruiting
processRecognize which recruitment sources are available for
internal candidatesEvaluate internal recruiting based on
established metricsBe able to evaluate communication messages
for internal selectionRecognize how applicant reactions
influence the effectiveness of a recruiting planUnderstand how
affirmative action plans are implemented for internal recruiting
6-*
Discussion Questions for This ChapterTraditional career paths
emphasize strict upward mobility within an organization. How
does mobility differ in organizations with innovative career
paths? List three alternative career paths discussed in this
chapter, describing how mobility occurs in each.A sound policy
regarding promotion is important. List the characteristics
necessary for an effective promotion policyCompare and
contrast a closed internal recruitment system with an open
internal recruitment systemWhat information should be included
in the targeted internal communication message?Exhibit 6.9
contains many suggestions for improving the advancement of
women and minorities. Choose the three suggestions you think
are most important and explain why.
6-*
Ex. 6.1: Hierarchical Mobility Paths
6-*
Exh. 6.2: Alternative Mobility Paths

6-*
Examples: Ways to Make Work MeaningfulWhen upward
mobility is limited by alternative mobility paths, special steps
need to be taken to ensure that work remains
meaningfulAlternative reward systemsTeam
buildingCounselingAlternative employment
6-*
Characteristics of a Mobility Path PolicyIntent of policy is
clearly communicatedPolicy is consistent with philosophy and
values of top managementScope of policy is clearly
articulatedEmployees’ responsibilities and opportunities for
development are clearly definedSupervisors’ responsibilities for
employee development are clearly statedProcedures are clearly
describedRules regarding compensation and advancement are
includedRules regarding benefits and benefit changes are
included
6-*
Discussion questionTraditional career paths emphasize strict
upward mobility within an organization. How does mobility
differ in organizations with alternative career paths? List three
alternative career paths discussed in this chapter, describing
how mobility occurs in each.
6-*
Recruitment Planning: Administrative
IssuesRequisitionsCoordination between internal and external
effortsEstablish internal staffing specialist positions

(placement/classification professionals) to ensure consideration
of internal candidatesCreate policies specifying number and
types of candidates sought both internally and
externallyBudgetRecruitment GuideEx. 6.3: Internal
Recruitment Guide
6-*
Strategy Development: Closed Recruitment
DefinitionEmployees are not informed of job
vacanciesAdvantagesDisadvantages
6-*
Strategy Development: Open Recruitment DefinitionEmployees
are made aware of job vacanciesJob posting and bidding
systemAdvantagesDisadvantages
6-*
Exhibit 6.6 Choosing Among Open, Closed, and Hybrid Internal
Recruiting
6-*
Discussion questionsA sound policy regarding promotion is
important. List the characteristics necessary for an effective
promotion policyCompare and contrast a closed internal
recruitment system with an open internal recruitment system

6-*
Strategy Development:
Recruitment SourcesJob postingIntranet and
intraplacementTalent management systemNominationsIn-house
temporary poolsReplacement and succession plansCareer
development centers
6-*
Talent Management SystemComprehensive method for
monitoring and tracking employee skills and abilitiesIdentify
the KSAOs required for all jobs The complete set of KSAOs is
compiled into a master list. The current workforce will need to
be assessed for its competence in this set of KSAOsWhen
positions come open, managers make a query to the talent
management system to determine which employees are ready to
come into open positions.Often coupled with specific human
resources information systems (HRIS) to facilitate tracking
KSAOs in the workforce
6-*
Career Development CentersProvide employees with
opportunities to take interest inventories, assess their personal
career goals, and interview with representatives across the
organizationCan be an effective retention tool for employees
who desire a change, but the cost is often very high so ROI
should be assessed regularly
6-*
Metrics for Evaluating Recruiting

MethodsQuantityQualityCostImpact on HR OutcomesEmployee
satisfactionJob performanceDiversityRetentionEx. 6.7 Potential
Recruiting Metrics for Different Sources
6-*
Searching: Communication MessageRealisticDifferent for
internal applicantsMay be needed for unknown or newly created
jobsTargetedFocus on job rewards matrix
6-*
Searching: Communication MediumJob postingOther written
documentsBrochuresVideocassettesDiskettesPotential
supervisors and peersInformal systems
6-*
Applicant ReactionsMinimal research regarding reactions of
applicants to internal recruitment processPerceived
fairnessDistributive justice - Perceived fairness of
actual decisionProcedural justice - Perceived fairness
of process (policies and procedures)
Discussion QuestionWhat information should be included in the
targeted internal communication message?
6-*

6-*
Transition to SelectionInvolves making applicants aware ofNext
steps in hiring processSelection methods used and instructions
Expectations and requirements
6-*
Legal IssuesAffirmative Action Programs
RegulationsSuggestions to ensure equal opportunity for females
and minoritiesBona fide seniority systemsLaw permits use of
seniority systems if they are not the result of an intention to
discriminateIssuesLaw does define term “seniority
system”Absent discriminatory intent, a seniority system is
likely to be bona fide, even if it causes adverse impact
6-*
Legal Issues: Glass Ceiling -
Overcoming BarriersEx. 6.9: Ways to Improve Advancement
for Women and MinoritiesExamine the organizational
cultureDrive change through management commitmentFoster
inclusionEducate and support women in career
developmentMeasure for change
6-*
Discussion questionExhibit 6.9 contains many suggestions for
improving the advancement of women and minorities. Choose
the three suggestions you think are most important and explain
why.

6-*
Ethical IssuesIssue 1Let’s say a company called MDN Inc. is
considering two employees for the job of senior manager. An
internal candidate, Julie, has been with MDN for 12 years and
received very good performance evaluations. The other
candidate, Raoul, works for a competitor, and has valuable
experience in the product market into which MDN wishes to
expand. Do you think MDN has an obligation to hire Julie? Why
or why not?Issue 2Do organizations have an ethical obligation
to have a succession plan in place? If no, why not? If so, what
is the ethical obligation and to whom is it owed?
Part 2
Support Activities
Chapter 4:
Job Analysis and Rewards
McGraw-Hill Education
Copyright © 2015 by McGraw-Hill Education, All Rights
Reserved.
Support Activities
Legal compliance
Planning

Job analysis
Selection:
Employment:
4-*
Organization
Mission
4-*
Chapter OutlineChanging Nature of JobsJob Requirements Job
AnalysisJob Requirements MatrixJob Descriptions and Job
SpecificationsCollecting Job Requirements
InformationCompetency-Based Job AnalysisNature of
CompetenciesCollecting Competency InformationJob

RewardsTypes of RewardsEmployee Value
PropositionCollecting Job Rewards InformationJob Analysis for
TeamsLegal IssuesJob Relatedness and Court CasesEssential
Job Functions
4-*
Learning Objectives for This ChapterUnderstand the rationale
behind job analysisKnow the difference between a job
description and job specificationLearn about methods for
collecting job requirementsUnderstand why competency-based
job analysis has grown in prominenceLearn about methods for
collecting competenciesRecognize the types of rewards
associated with jobsBecome familiar with the legal issues
surrounding job analysis
4-*
Discussion Questions for This ChapterWhat is the purpose of
each type of job analysis, and how can the three types described
in this chapter be combined to produce an overall understanding
of work in an organization?How should task statements be
written, and what sorts of problems might you encounter in
asking a job incumbent to write these statements?Would it be
better to first identify task dimensions and then create specific
task statements for each dimension, or should task statements be
identified first and then used to create task dimensions?What
would you consider when trying to decide what criteria (e.g.,
percent time spent) to use for gathering indications about task
importance?What are the advantages and disadvantages of using
multiple methods of job analysis for a particular job? Multiple
sources?What are the advantages and disadvantages of
identifying and using general competencies to guide staffing
activities?Referring to Exhibit 4.18, why do you think HR

professionals were not able to very accurately predict the
importance of many rewards to employees? What are the
implications for creating the EVP?
4-*
The Need for Job AnalysisThe process of studying jobs in order
to gather, analyze, synthesize, and report information about job
requirements and rewardsThree main typesJob
requirementsCompetency-basedJob rewards
Exhibit 4.1 Comparison of Types of Job Analysis
4-*Job requirementsCompetencyJob rewardsMethodCollect
information on activities performed on the job to assess needed
KSAOs for each job Collect information on company strategy to
determine KSAOs and behavioral capabilities across the
organizationCollect information from employees on preferences
and outcomes of jobsProcessCollect data on tasks, duties,
responsibilities from incumbents and supervisors, develop job
requirements matrixDiscuss strategy with executives, then
review how each job fits with the overall goalsDevelop lists of
potential rewards for a job and survey job incumbents and
leadersStaffing implicationsDocuments task requirements for
legal purposes, determines specific KSAOs for selectionLinks
organizational strategy with planning process and determines
broad KSAOs for selectionProvides guidance for how to
develop recruiting materials and retention strategies

Changing Nature of JobsMajor sources of changeJobs are
constantly evolvingNeed for greater flexibilityTeam- based
workEmployees need to go beyond “tasks and duties as
written”ImplicationJob analyses must be able to adapt to these
conditions
4-*
4-*
Job Requirements Job Analysis: OverviewDefinitionProcess of
studying jobs to gather, analyze, synthesize, and report
information about job requirementsTwo major formsJob
requirementsSpecific KSAOs for the jobCompetency
basedGeneral KSAOs for all applicantsHas different degrees of
relevance to staffing activitiesSupport activity for staffing
activitiesProvides foundation for successful staffing systems
4-*
Ex. 4.2: Job Requirements
Approach to Job Analysis
4-*
Ex. 4.3 Job Requirements Matrix

4-*
Task statementsDefinitionobjectively written descriptions of the
behaviors or work activities engaged in by employees in order
to perform the jobEach statement should includeWhat the
employee does, using a specific action verbTo whom or what
the employee does what he or she does, stating the object of the
verbWhat is produced, indicating the expected output of the
verbWhat equipment, materials, tools, or procedures, are used
4-*
Task DimensionsDefinitionInvolves grouping sets of task
statements into dimensions, attaching a name to each
dimensionOther terms -- “duties,” “accountability areas,”
“responsibilities,” and “performance
dimensions”CharacteristicsCreation is optionalMany different
grouping procedures existGuideline - 4 to 8
dimensionsGrouping procedure should be acceptable to
organizational membersEmpirical validation against external
criterion is not possible
4-*
Importance of Tasks/DimensionsInvolves an objective
assessment of importance Two decisionsDecide on attribute to
be assessed in terms of importanceDecide whether attribute will
be measured in categorical or continuous termsEx. 4.4: Ways to
Assess Task/Dimension ImportanceRelative time
spentPercentage (%) time spentImportance to overall
performanceNeed for new employee training

4-*
KSAOsWhat are KSAOs?KnowledgeExh. 4.6: Knowledges
Contained in O*NETSkillExh. 4.7: Skills Contained in
O*NETAbilityExh. 4.8: Abilities Contained in O*NETOther
CharacteristicsExh. 4.9: Examples of Other Job Requirements
4-*
Exhibit 4.9
Examples of Ways to Assess KSAO Importance
4-*
Discussion questionsWhat is the purpose of each type of job
analysis, and how can the three types described in this chapter
be combined to produce an overall understanding of work in an
organization?How should task statements be written, and what
sorts of problems might you encounter in asking a job
incumbent to write these statements?Would it be better to first
identify task dimensions and then create specific task
statements for each dimension, or should task statements be
identified first and then used to create task dimensions?What
would you consider when trying to decide what criteria (e.g.,
percent time spent) to use for gathering indications about task
importance?
4-*
Job Descriptions and

Job SpecificationsJob descriptionDescribes tasks, task
dimensions, importance of tasks / dimensions, and job
contextIncludesJob family, job title, job summaryTask
statements and dimensionsImportance indicatorsJob context
indicatorsDate conducted Job specificationsDescribes KSAOs
4-*
Collecting Job Requirements InformationMethodsPrior
informationObservationInterviewsTask questionnaireCommittee
or task forceSources to be usedJob analystJob
incumbentsSupervisorsSubject matter experts
4-*
Exhibit 4.13 Factors to Consider in Choosing Between Internal
Staff or Consultants or Job Analysis
Exhibit 4.14 Example of Job Requirements Job Analysis
Process
4-*
4-*
Competency-Based Job AnalysisNature of competenciesan
underlying characteristic of an individual that contributes to job
or role performance and to organizational successUsage reflects
a desire to:connote job requirements that extend beyond the
specific job itselfdescribe and measure the organization’s
workforce in more general termsas a way of increasing staffing
flexibility in job assignments

4-*
KSAOs or Competencies?Similarities between competencies and
KSAOsBoth reflect an underlying ability to perform a
jobDifferences between competencies and KSAOsCompetencies
are much more generalMay contribute to success on multiple
jobsContribute not only to job performance but also to
organizational success
Exh. 4.16: Examples of Competencies
4-*
4-*
Organization UsageOrganizations are experimenting
withDeveloping competencies and competency models andUsing
them as underpinnings of several HR applicationsThree
strategic HR reasons for doing competency modelingCreate
awareness and understanding of need for change in
businessEnhance skill levels of workforceImprove teamwork
and coordinationEmphasis -- Establishing general competencies
4-*
The “Great Eight” CompetenciesLeading: initiates action, gives
directionSupporting: shows respect, puts people firstPresenting:
communicates and networks effectivelyAnalyzing: thinks
clearly, applies expertiseCreating: thinks broadly, handles
situations creativelyOrganizing: plans ahead, follows
rulesAdapting: responds to change, copes with

setbacksPerforming: focuses on results, shows understanding of
organization
Collecting Competency InformationBest practicesEstablish
mission and goals prior to determining competency
requirementsGeneral competencies should be important at all
job levelsAll competencies should have specific behavioral
definitions, not just labelsRecent research suggests these
methods are a rigorous and accurate as those based on job
requirements
4-*
4-*
Discussion QuestionsWhat are the advantages and disadvantages
of using multiple methods of job analysis for a particular job?
Multiple sources?What are the advantages and disadvantages of
identifying and using general competencies to guide staffing
activities?
4-*
Job RewardsExtrinsic rewardsexternal to the job itselfdesigned
and granted to employees by the organizationpay, benefits, work
schedule, advancement, job securityIntrinsic
rewardsintangiblesexperienced by employees as an outgrowth of
doing the jobvariety in work duties, autonomy, feedback,
coworker and supervisor relationsEmployee value
propositionthe “package” or “bundle” of rewards provided to
employees and to which employees respond by joining,
performing, and remaining with the organization

4-*
Job Rewards:
Collecting InformationWithin the organizationInterviews with
employeesSurveys with employeesOutside the
organizationSHRM surveyOrganizational practices
Ex. 4.16: Examples of Job Rewards Interview
QuestionsRewards OfferedWhat are the most rewarding
elements of your job? Consider both the work itself and the pay
and benefits associated with your job.Looking ahead, are there
any changes you can think of that would make your job more
rewarding?Reward MagnitudeDescribe the amount of potential
for growth and development in your job.Do you feel like the pay
and benefits provided for your job are adequate for the work
you do, and if not, what would you change?
4-*
Ex. 4.16: Examples of Job Rewards Interview QuestionsReward
MixIf you could change the mix of rewards provided in your
job, what would you add?Of the rewards associated with your
job, which two are the most important to you?Reward
DistinctivenessWhich rewards that you receive in your job are
you most likely to tell others about?Which of our rewards really
stand out to you? To job applicants?
4-*
Exhibit 4.17 Job Rewards SurveyDeveloping questionsShould

cover material identified in interviewsIdentify both extrinsic
and intrinsic elementsResponse optionsImportance of each type
of reward for workersExtent to which each type of reward is
provided on the job
4-*
4-*
Legal IssuesJob relatedness and court casesRecommendations --
Establishing job-related nature of staffing practices Essential
job functionsfundamental job duties of the employment position
the individual with a disability holds or desiresthe reason the
position exists is to perform the functiona limited number of
employees available among whom the performance of that job
function can be distributedthe incumbent is hired for his or her
expertise or ability to perform the particular function
4-*
Recommendations: Establishing
Job-Related Nature of Staffing PracticesJob analysis must be
performed and must be for the job for which the selection
instrument is to be utilizedAnalysis of job should be in
writingJob analysis should describe in detail the procedure
usedJob data should be collected from a variety of current
sources by knowledgeable job analysts
4-*
Recommendations: Establishing
Job-Related Nature of Staffing PracticesSample size should be

large and representative of jobs for which selection instrument
is usedTasks, duties, and activities should be included in
analysisMost important tasks should be represented in selection
deviseCompetency levels of job performance for entry-level
jobs should be specifiedKnowledge, skills, and abilities should
be specified, particularly if content validation model is followed
4-*
Ethical IssuesIssue 1It has been suggested that “ethical
conduct” be formally incorporated as a general competency
requirement for any job within the organization. Discuss the
pros and cons of this suggestion.Issue 2Assume you are
assisting in the conduct of job analysis as an HR department
representative. You have encountered several managers who
want to delete certain tasks and KSAOs from the formal job
description having to do with employee safety, even though they
clearly are job requirements. How should you handle this
situation?
Part 3
Chapter 5: External Recruitment
Chapter 6: Internal Recruitment
McGraw-Hill/Irwin
Rights Reserved.

Part 3
Chapter 5:
External Recruitment
Support Activities
Legal compliance
Planning
Job analysis
Selection:
Employment:
5-*

Organization
Mission
5-*
Chapter OutlineStrategic Recruitment PlanningDefining
Strategic GoalsOpen versus TargetedOrganization and
AdministrationApplicant ReactionsJob and Organization
CharacteristicsRecruitersRecruitment ProcessDiversity
IssuesCommunicationMessageMediaStrategy
implementationIndividual SourcesSocial SourcesOrganizational
SourcesMetricsTransition to SelectionLegal IssuesDefinition of
a Job ApplicantAffirmative ActionElectronic RecruitmentJob
AdvertisementsFraud and Misrepresentation
5-*
Learning Objectives for This ChapterEngage in strategic
recruitment planning activitiesUnderstand the difference
between open and targeted recruitmentCreate a persuasive
communication messageLearn about a variety of recruitment
mediaRecognize how applicant reactions influence the
effectiveness of a recruiting planUtilize a variety of recruitment
sourcesEvaluate recruiting based on established metrics
5-*
Discussion Questions for This ChapterList and briefly describe
each of the administrative issues that needs to be addressed in
the planning stage of external recruiting.List 10 sources of

applicants that organizations turn to when recruiting. For each
source, identify needs specific to the source, as well as pros and
cons of using the source for recruitment.In designing the
communication message to be used in external recruiting, what
kinds of information should be included?What are the
advantages of conveying a realistic recruitment message as
opposed to portraying the job in a way that the organization
thinks that job applicants want to hear?What strategies are
organizations using to ensure that they are able to attract
women and underrepresented racioethnic groups?
Exhibit 5.1 Planning, Communicating, and Implementing
Strategic Recruiting
5-*
Define recruitment goals
Organization and administration
Select open versus targeted approach
Consider potential applicant reactions
Create communication message and select media
Implement strategy and evaluate outcomes
Defining Strategic Recruiting GoalsGoals for attractionBased on
organization’s strategic goalsPerson-job fitPerson-organization
fitGoals for speedNeed new employees right awayLong-term
needs
5-*
5-*
Open vs. Targeted Recruitment Open recruitmentTargeted
recruitmentKey KSAO shortagesWorkforce diversity

gapsPassive job seekers or noncandidatesFormer military
personnelEmployment discouragedReward seekersFormer
employeesReluctant applicants
5-*
Ex. 5.4 Making the Choice Between Open and Targeted
Recruiting
5-*
Recruitment Planning: Administrative IssuesIn-house vs.
external recruitment agencyMany companies do recruiting in-
houseRecommended approach for large companiesSmaller
companies may rely
on external recruitment agenciesIndividual vs. cooperative
recruitment alliancesCooperative alliances involve arrangements
to share recruitment resourcesCentralized vs. decentralized
recruitment
5-*
Exhibit 5.3:
Example Recruitment BudgetShould recruitment expenses be
charged to HR or to the business unit using HR services? Most
organizations charge the HR department, possibly to encourage
each business unit to use the recruitment services of the HR
group May result in the business unit users not being concerned
about minimizing costs.

5-*
Discussion questionsList and briefly describe each of the
administrative issues that needs to be addressed in the planning
stage of external recruiting.
Applicant ReactionsJob and organization characteristicsThe
most important attraction featuresJob
characteristicsWagesOpportunity for growth and
developmentInteresting characteristicsOrganization
characteristicsPrestigeReputation for treating employees well
5-*
5-*
Applicant ReactionsReactions to recruitersInfluence of recruiter
vs. job characteristicsInfluence of recruiter on attitudes and
behaviorsDemographics of recruitersInfluential recruiter
behaviorsWarmth and knowledge of the jobReactions to
recruitment processRelationship of screening devices to
jobDelay times in recruitment processFunding of recruitment
processCredibility of recruiter during recruitment process
5-*
Reactions to Diversity IssuesAdvertising in publications
targeted at women and minoritiesAdvertisements should depict
diversity, especially among those in positions of
authorityTarget older workers by flexible schedules, health and
pension benefits, and part-time opportunities

5-*
Considerations Related to Recruiters: SelectionDesirable
characteristics of recruitersStrong interpersonal
skillsKnowledge about company, jobs,
and career-related issuesTechnology skillsEnthusiasmVarious
sources of recruitersHR professionalsLine managersEmployees
Ex. 5.6 Comparing Choice of Messages
5-*
5-*
Searching: Communication MediaMedia richnessAllow for
timely personal feedbackProvide ample informationCustomized
to user needsCredibilityHonestAccurateThorough
Communication MediaArranged from lowest richness and
credibility to highest richness and
credibilityAdvertisementsRecruitment brochuresOrganizational
websitesVideoconferencingDirect contactRicher, more credible
sources tend to be the most expensive per applicant contacted
5-*
5-*
Features of High-Impact Organizational WebsitesEasily
navigatedA “job cart” functionRésumé buildersDetailed
information on career opportunitiesClear graphicsAllow

applicants to create profilesSelf-assessment inventories
Communication MediaWord-of-mouthPersonally known to the
potential applicantLargely outside of the organization’s
controlHeavily involved with the reputation of the organization
5-*
5-*
Discussion questionsIn designing the communication message to
be used in external recruiting, what kinds of information should
be included?What are the advantages of conveying a realistic
recruitment message as opposed to portraying the job in a way
that the organization thinks that job applicants want to
hear?What nontraditional inducements are some organizations
offering so that they are seen as family-friendly organizations?
What result does the organization hope to realize as a result of
providing these inducements?
Strategy ImplementationIndividual recruiting sourcesTarget
individual job seekers, direct from the organization and its
representativesApplicant initiated, general employment
websites, niche employment websitesSocial recruiting
sourcesRely on relationships that employees have with current
employees or those who would endorse the companyEmployee
referrals, social networking sites, professional
associationsOrganizational recruiting sourcesAccess to a large
number of similar applicantsColleges and placement offices,
employment agencies, executive search firms, social service
agencies
5-*

5-*
Metrics for Evaluating Recruiting
MethodsQuantityQualityCostImpact on HR OutcomesEmployee
satisfactionJob performanceDiversityRetentionEx. 5.9 Potential
Recruiting Metrics for Different Sources
5-*
Discussion questionList 10 sources of applicants that
organizations turn to when recruiting. For each source, identify
needs specific to the source, as well as pros and cons of using
the source for recruitment.
5-*
Transition to SelectionInvolves making applicants aware ofNext
steps in hiring processSelection methods used and instructions
Expectations and requirements
5-*
Legal IssuesDefinition of job applicantDefinition according to
EEOC and OFCCPImportance of establishing written
application policiesAffirmative Action ProgramsGuidelines of
OFCCP for recruitment actionsElectronic recruitmentUsage may
create artificial barriers to employment opportunitiesJob
advertisementsFraud and misrepresentation

5-*
Ethical IssuesIssue 1Many organizations adopt a targeted
recruitment strategy. For example, Home Depot has targeted
workers 50 and above in its recruitment efforts, which include
advertising specifically in media outlets frequented by older
individuals. Other organizations target recruitment messages at
women, minorities, or those with desired skills. Do you think
targeted recruitment systems are fair? Why or why not?Issue
2Most organizations have in place job boards on their web page
where applicants can apply for jobs online. What ethical
obligations, if any, do you think organizations have to
individuals who apply for jobs online?
Part 2
Support Activities
Chapter 3:
Planning
Copyright © 2015 by McGraw-Hill Education, All Rights
Reserved.
Support Activities
Legal compliance
Planning
Job analysis

Selection:
Employment:
3-*
Organization
Mission
3-*
Chapter OutlineInternal and External InfluencesOrganizational
StrategyOrganizational CultureLabor MarketsTechnologyHuman
Resource PlanningProcess and ExampleInitial
DecisionsForecasting HR RequirementsForecasting HR
AvailabilitiesReconciliation and GapsStaffing PlanningStaffing
Planning ProcessCore WorkforceFlexible
WorkforceOutsourcingDiversity PlanningDemography of the

American WorkforceBusiness Case for DiversityPlanning for
DiversityLegal IssuesAAPsLegality of AAPsEEO and
Temporary Workers
3-*
Learning Objectives for This ChapterRecognize external
influences that will shape the planning processUnderstand how
strategic plans integrate with staffing plansBecome familiar
with statistical and judgmental techniques for forecasting HR
requirements and availabilitiesKnow the similarities and
differences between replacement and succession
planningUnderstand the advantages and disadvantages of core
workforce, flexible workforce, and outsourcing strategies for
different groups of employeesLearn how to incorporate
diversity into the planning processRecognize the fundamental
components of an affirmative action plan
3-*
Discussion Questions for This ChapterWhat are ways that the
organization can ensure that KSAO deficiencies do not occur in
its workforce?What are the types of experiences, especially
staffing--related ones, that an organization will be likely to
have if it does not engage in HR and staffing planning?Why are
decisions about job categories and levels so critical to the
conduct and results of HRP?What are the advantages and
disadvantages of doing succession planning for all levels of
management, instead of just top management?What is meant by
reconciliation, and why can it be useful as an input to staffing
planning? What criteria would you suggest using for assessing
the staffing alternatives shown in Exhibit 3.14?What problems
might an organization encounter in creating an AAP that it
might not encounter in regular staffing planning?

Ex. 3.1: Examples of External
Influences on StaffingOrganizational strategyCurrent financial
and human resourcesDemand for products and/or
servicesCompetitors and partnersFinancial and marketing
goalsOrganizational cultureExpressed vision of
executivesDegree of hierarchy and bureaucracyStyle of
communication
3-*
Ex. 3.1: Examples of External
Influences on StaffingLabor marketsLabor demandLabor
supplyLabor shortages and surplusesEmployment
arrangementsTechnologyElimination of jobsCreation of
jobsChanges in skill requirements
3-*
Exhibit 3.2 Internal Versus External Staffing
3-*
Ex. 3.4: Major Workforce TrendsContinuing high cost of
healthcareIncreased global competition for jobs, markets, and
talentGrowing complexity of legal complianceLarge numbers of
baby boomers leaving the workforce at around the same
timeEconomic growth of emerging marketsGreater need for
cross-cultural understanding

3-*
3-*
Discussion QuestionsWhat are ways that the organization can
ensure that KSAO deficiencies do not occur in its
workforce?What are the types of experiences, especially
staffing--related ones, that an organization will be likely to
have if it does not engage in HR and staffing planning?Why are
decisions about job categories and levels so critical to the
conduct and results of HRP?
3-*
Overview: Human
Resource PlanningProcess and ExampleInitial
DecisionsForecasting HR RequirementsForecasting HR
AvailabilitiesReconciliation and Gaps
Ex. 3.5: The Basic Elements
of Human Resource Planning
3-*
Ex. 3.6: The Basic Elements
of Human Resource Planning
3-*

3-*
HRP: Initial DecisionsStrategic planningLinkages with larger
organizational mission ComprehensivenessPlanning time
frameJob categories and levelsWhat jobs will be covered by a
plan?Head count (current workforce)Roles and responsibilities
3-*
HRP: Forecasting HR RequirementsStatistical techniquesExh.
3.7: Examples of Statistical Techniques to Forecast HR
RequirementsJudgmental techniques“Top-down”
approach“Bottom-up” approachScenario planningIncorporating
manager judgment of potential future outcomes into statistical
models
3-*
HRP: Forecasting HR Requirements
3-*
3-*
3-*

HRP: Forecasting HR AvailabilitiesApproachDetermine head
count data for current workforce and their availability in each
job category/levelStatistical techniquesMarkov
analysisLimitations of Markov analysis
3-*
Ex. 3.9 Use of Markov Analysis to Forecast Availabilities
Exhibit 3.10 Replacement Chart
3-*
Exhibit 3.11 Succession Plan
3-*
3-*
Human Resource PlanningReconciliation and GapsComing to
grips with projected gapsLikely reasons for gapsAssessing
future implicationsAction PlanningSet objectivesGenerate
alternative activitiesAssess alternative activitiesChoose
alternative activities
Ex. 3.12: Operational Format for Human Resource Planning
3-*

3-*
Discussion QuestionsWhat are the advantages and disadvantages
of doing succession planning for all levels of management,
instead of just top management?What is meant by
reconciliation, and why can it be useful as an input to staffing
planning?
3-*
Staffing Planning ProcessStaffing objectivesQuantitative
objectivesQualitative objectivesGenerate alternative staffing
activitiesStaffing alternatives to deal with employee shortages
and surpluses
Ex. 3.14 Staffing Alternatives to Deal With Employee Shortages
3-*
Ex. 3.14 Staffing Alternatives to Deal With Employee Surpluses
3-*
3-*
Discussion QuestionsWhat criteria would you suggest using for
assessing the staffing alternatives shown in Exhibit 3.14?
3-*
Staffing Planning: Flexible
WorkforceAdvantagesDisadvantagesTwo categoriesTemporary

employeesIndependent contractors
3-*
Exhibit 3.15: Factors to Consider When Choosing a Staffing
FirmAgency and its reputationTypes of workersPlanning and
lead timeServices: recruiting, selection, training, wages and
benefits, supervisionWorker effectivenessCost
3-*
Staffing Planning:
OutsourcingAdvantagesDisadvantagesSpecial issuesEmployer
concerns regarding working conditionsLoss of control over
qualityOffshoring
3-*
Diversity PlanningThe American workforce is highly
diverseWomen make up ½ the labor forceImmigrationCivil
Rights LegislationAgeBusiness case for diversity
strategiesExpanded talent poolsBetter understand diverse
customer baseEnhance creativity of teamsReduce turnover
3-*
Exhibit 3.16: Making the Business Case for DiversityLegal and
policy complianceAvoid lawsuits, operational disturbances, and
negative pressStaffing levelsBroader base of candidates, diverse
KSAOs, flexibility, and retentionEmployee attitudes and
behaviorEngagement, justice, and cooperationProduct/service
marketIncreased insight into diverse customers, sensitivity, and

community relationships
3-*
Diversity PlanningPlanning for diversityRecruiting
activitiesSelecting schools and colleges to recruit fromShow
commitment to diversity in recruiting effortsSelection
activitiesEliminate requirements not related to job
performanceInclude objective standards for judging candidate
qualifications
3-*
Legal IssuesAffirmative Action Plans (AAPs)Guidelines for
AAPsPurpose is remedying past discrimination.Definite
underutilization of women and/or minorities Should not
penalize majority group membersShould be eliminated once
goals have been achieved All candidates should be
qualifiedInclude organizational enforcement mechanismsEEO
and temporary workers
Ex. 3.18 Comparing Incumbency to
Availability
3-*
3-*
Discussion QuestionsWhat problems might an organization
encounter in creating an AAP that it might not encounter in
regular staffing planning?

3-*
Ethical IssuesIssue 1Does an organization have any ethical
responsibility to share with all of its employees the results of its
forecasting of HR requirements and availabilities? Does it have
any ethical responsibility not to do this?Issue 2Identify
examples of ethical dilemmas an organization might confront
when developing an affirmative action plan (AAP).
Part 2
Support Activities
Chapter 2: Legal Compliance
Chapter 3: Planning
Chapter 4: Job Analysis
Copyright © 2015 by McGraw-Hill Education., All Rights
Reserved.
Part 2
The Nature of Staffing
Chapter 2:
Legal Compliance

2-*
Chapter OutlineThe Employment RelationshipLaws and
RegulationsEEO/AA Laws: General Provisions and
EnforcementEEO/AA Laws: Specific Staffing
ProvisionsEEO/AA and Best PracticesOther Staffing
LawsLegal Issues in Remainder of Book
2-*
Learning Objectives for This ChapterContrast legal differences
among employees, independent contractors, and temporary
employeesAppreciate why staffing laws are necessary, and their
sourcesReview six major federal equal employment opportunity
and affirmative action lawsDistinguish between disparate
treatment and adverse (disparate) impact approaches to
enforcementExamine specific staffing provisions of the six
major lawsLook at other important staffing laws and
regulationsGain an overview of legal issues covered in Chapters
3–14
2-*
Discussion Questions for This ChapterDo you agree that “the
employer usually has the upper hand” when it comes to
establishing the employment relationship? When might the
employee have maximum power over the employer?What are the
limitations of disparate impact statistics as indicators of
potential staffing discrimination?Why is each of the four
situational factors necessary to establishing a claim of disparate
treatment?What factors would lead an organization to enter into
a consent agreement rather than continue pursuing a suit in

court?What are the differences between staffing in the private
and public sectors? Why would private employers probably
resist adopting many of the characteristics of public staffing
systems?
2-*
The Employment RelationshipEmployer-employeeMost
prevalent form of employment relationshipInvolves an
agreement between employer and employee on terms and
conditions of employmentResults in an employment contract
Independent contractorsAre not considered employees, in a
legal sense, of employerTemporary employeesDo not have
special legal stature
2-*
Ex. 2.1: Matching Process, Employment Contract, and
Employment Process
2-*
Laws and RegulationsNeed for laws and regulationsBalance of
powerProtection of employeesProtection of employersExh. 2.2:
Sources of Laws and RegulationsCommon lawConstitutional
lawStatutory lawExecutive orderAgencies
2-*
Discussion QuestionsDo you agree that “the employer usually
has the upper hand” when it comes to establishing the
employment relationship? When might the employee have

maximum power over the employer?
2-*
Exh. 2.3: Major Federal/AA Laws: General Provisions
Ex. 2.3: Major Federal/AA Laws
2-*
2-*
Disparate TreatmentInvolves allegations of intentional
discrimination where employer knowingly discriminated on
basis of specific characteristicsEvidenceMay be directMay
consist of a mixed motiveMay be inferred from situational
factors1. Person belongs to a protected class2. Person applied
for, and was qualified for, a job employer was trying to fill3.
Person was rejected despite being qualified4. Position remained
open and employer continued to seek applicants as qualified as
person rejected
2-*
Disparate / Adverse ImpactFocuses on effect of employment
practices, rather than on motive or intent underlying themAs a
result of a protected characteristic, people are adversely
affected by an employment practiceEvidence -- Involves use of
statisticsExh. 2.5: Types of Disparate Impact
StatisticsApplicant flow statisticsFour-fifth’s rule - An
employment practice has disparate

impact if hiring rate for minority group is less than
four-fifths (or 80%) of hiring rate for majority groupStock
statisticsConcentration statistics
2-*
Litigation Process - EEOC
Disparate treatment
Disparate impact
Show intent?
Yes
No
Prima facie case
Disparate treatment - intentional practice
Disparate impact - effect of practice
Employer’s rebuttal
Nondiscriminatory reason(s) for practice or show BFOQ
Practice job-related and consistent with business necessity
Plaintiff’s rebuttal
Reason is a pretext for discrimination
Practice not job-related; employer does not adopt practice with
less disparate impact
Remedies
Consent decree; compensatory and punitive damages
Consent decree; equitable relief, i.e. back pay
Exh. 2.5: Types of Disparate Impact Statistics
2-*

2-*
Discussion QuestionsWhat are the limitations of disparate
impact statistics as indicators of potential staffing
discrimination?Why is each of the four situational factors
necessary to establishing a claim of disparate treatment?
2-*
Enforcement by EEOC:
Initial Charge and Conciliation Charge filedInvestigation to
determine “reasonable cause”If “reasonable cause” found,
conciliation is pursuedVoluntary settlement processPreferred
method of settlementIf EEOC decides not to pursue a claim, a
“right to sue” letter is issued to complaining
partyComplementing conciliation is mediationNeutral, third-
party mediates dispute to obtain agreement to resolve dispute
2-*
Exh. 2.7: Basic Litigation Process - EEOC
2-*
Enforcement by OFCCPEnforcement mechanisms differ from
those of EEOCCovered employers required to develop and
implement written AA plansEnforcement involvesOff-site desk
audits/reviews of
employers’ records and AA plansOn-site visits/compliance
reviews of employers’ AA plansEmployers found in
noncompliance urged to change practices through conciliationIf
conciliation is unsuccessful, employers subject to penalties

affecting their status as federal contractors
2-*
Discussion QuestionsWhat factors would lead an organization to
enter into a consent agreement rather than continue pursuing a
suit in court?
2-*
EEO / AA Laws:
Specific Staffing ProvisionsCivil Rights Act of 1964Unlawful
employment practicesEstablishment of disparate
impactDisparate treatmentMixed motivesBona fide occupational
qualification (BFOQ)TestingTest score adjustmentsSeniority or
merit systemsEmployment advertisingPregnancyPreferential
treatment and quotas
2-*
EEO / AA Laws:
Specific Staffing ProvisionsAge Discrimination in Employment
Act (1967)Prohibited age discriminationBFOQFactors other
than ageSeniority systemsEmployment advertising
2-*
EEO / AA Laws:
Specific Staffing ProvisionsAmericans with Disabilities Act

(1990)Prohibited discriminationDefinition of disabilityPhysical
and mental impairments substantially limiting a major life
activity
2-*
EEO / AA Laws:
(1990)EEOC clarificationsImpairment - “A physiological
disorder affecting one or more of a number of body systems or a
mental or psychological disorder.”Expanded major life
activities include “sitting, standing, lifting, and mental and
emotional processes such as thinking, concentrating, and
interacting with others.”Whether an impairment is substantially
limiting depends on its nature and severity, duration or expected
duration, and its permanency or long-term impact.To be
substantially limiting, impairment must prevent/significantly
restrict a person from performing a class or broad range of jobs
in various classes.
2-*
EEO / AA Laws:
(1990)Qualified individual with a disabilityEssential job
functionsReasonable accommodation and undue
hardshipSelection of employees Medical exams for job
applicants and employeesAffirmative action
2-*

EEO / AA Laws:
Specific Staffing ProvisionsRehabilitation Act (1973)
Prohibited discriminationAffirmative actionExecutive Order
11246 (1965)Prohibited discriminationAffirmative action
2-*
Other Staffing Laws: Immigration
Reform and Control Act (1986)PurposeTo prohibit employment
of unauthorized aliensTo provide civil and criminal penalties
for violationsProhibited discriminationEmployment verification
system -- I-9 formEmployer must verify individual is not an
unauthorized alien and is legally eligible for
employmentIndividuals must offer proof of identityTemporary
foreign workersEnforcementEnforced by Department of
JusticeNoncompliance may result in fines up to $10,000
2-*
Other Staffing Laws: Employee
Polygraph Protection Act (1988)PurposePrevent most private
employers from using
a polygraph on job applicants or employeesProhibited
practicesRequiring applicants or employees to take a
polygraphUsing results of a polygraph for employment
decisionsDischarging or disciplining individuals for refusal to
take a polygraphExamples of instances where polygraph may be
usedEnforcementEnforced by Department of
LaborNoncompliance may result in fines up to $10,000

2-*
Other Staffing Laws: Fair
Credit Reporting Act (1970)PurposeRegulates organization’s
acquisition and
use of consumer reports on job applicantsRequired
complianceBefore obtaining a report, organization mustGive
applicant notice in writing a report may be obtainedObtain
written authorization from applicantIf an “adverse action” is
taken, organization mustNotify (written, oral, electronic)
applicant of adverse actionProvide information of consumer
reporting agency to applicantProvide notice of applicant’s rights
to applicantEnforcementEnforced by Federal Trade
CommissionNoncompliance may result in fines up to $1,000
2-*
Other Staffing Laws: State and Local LawsEEO / AA
lawsOften patterned after federal lawsBasic provisions vary
from state to stateOften provide protections beyond those
contained in federal laws and regulations Other state
lawsEmployment-at-willWorkplace tortsExamples of other
covered areasCriminal record inquiries by employer, polygraph
and “honesty” testing, drug testing, AIDS testing, employee
access to personnel records
2-*
Other Staffing Laws:

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