Chapter 09: External Selection IIPart 4Staffing Activities: SelectionMcGraw-Hill/Irwin Copyright 2012 by The McGraw-Hill Companies, Inc. All rights reserved.

Staffing Policies and ProgramsStaffing System and Retention ManagementSupport ActivitiesLegal compliancePlanningJob analysisCore Staffing ActivitiesRecruitment: External, internalSelection: Measurement, external, internalEmployment: Decision making, final matchStaffing Organizations Model9-*

External Selection II Outline9-*Substantive 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

Learning Objectives for This Chapter9-*Distinguish 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

Discussion Questions for This Chapter9-*Describe 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?How should organizations apply the general principles of the UGESP to practical selection decisions?

Ex. 8.3 Assessment Methods by Applicant Flow StageSubstantive assessment methodsDetermining who among the minimally qualified will likely be the best performers on the job9-*

Overview of Personality Tests9-*Current role of personality tests e.g., role of Big FiveDescribe behavioral, not emotional or cognitive traitsMay capture up to 75% of an individuals 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

Measures of Personality Tests9-*SurveysPersonal Characteristics Inventory (PCI)NEO Personality InventoryHogan Personality Inventory (HPI)Administration optionsPaper-and-pencilInterviewsOnline forms

Ex. 9.1 Sample Items from the Personal Characteristics Inventory9-*ConscientiousnessI 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.

Ex. 9.1 Sample Items from the Personal Characteristics Inventory9-*AgreeablenessI 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 dont 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.

Ex. 9.2 Implications of Big Five Personality Traits at Work9-*

Criticisms of Personality Tests9-*Trivial 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

Exhibit 9.3 The Core Self-Evaluations Scale9-*

Overview of Ability Tests9-*Definition -- Measures that assess an individuals 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

Overview of Ability Tests9-*Four classes of ability testsCognitive: perception, memory, reasoning, verbal, math, expressionPsychomotor: thought/body movement coordinationPhysical: strength, endurance, movement qualitySensory/perceptual: detection & recognition of stimuli

Exhibit 9.4 Sample Cognitive Ability Test Items9-*

Evaluation of Cognitive Ability Tests9-*Validity 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

Limitations of Cognitive Ability Tests9-*Concern 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

Other Types of Ability Tests9-*Psychomotor 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 stimuliNote: Increasingly, ability tests are being computer administered

Emotional Intelligence9-*The ability to monitor ones own and others feelings, to discriminate among them, and to use this information to guide ones thinking and actionSelf-awareness: Good at recognizing and understanding ones own emotionsOther awareness: Good at recognizing and understanding others emotionsEmotion regulation: Good at making use of or managing this awareness

Emotional Intelligence9-*A review of 59 studies indicated that, overall, EI correlated moderately with job performanceSome critics argue that because EI is so closely related to intelligence and personality, once you control for these factors, EI has nothing unique to offerStill not clear whether these tests are useful

Performance Tests and Work Samples9-*Definition -- 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 Managers Workshop)All the above can have good validity (.50+) & acceptance

Situational Judgment Tests9-*Place 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

Ex. 9.7: Example of Situational Judgment Test Item9-*

Integrity Tests9-*Two types (Exhibit 9.9)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

Integrity Tests9-*Validity can be usefulClear purpose as high as .55 predicting bad behaviorsGeneral purpose as high as .32 predicting bad behaviorsCan predict performance as well (as high as .30)Why would these predict general performance?

Interest, Values, and Preference Inventories9-*Assess 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

Discussion questions9-*Describe 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?

Typical Unstructured Interviews9-*Relatively unplanned and quick and dirtyQuestions 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

Structured Interviews9-*Questions 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 betterSurprisingly uncommon in organizations

Structured Interviews (continued)9-*Situational - Assess applicants ability to project his / her behaviors to future situations. Assumes the persons 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 bestIndividual interviews usually more valid than panel interviews

Constructing a Structured Interview9-*Consult 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

Discussion questions9-*Describe the structured interview. What are the characteristics of structured interviews that improve on the shortcomings of unstructured interviews?

Selection for Team Environments9-*Types 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

Selection for Team Environments9-*Interpersonal KSAsConflict-Resolution KSAsCollaborative Problem-Solving KSAsCommunication KSAsSelf-management KSAsGoal-Setting and Performance Management KSAsPlanning and Task-Coordination KSAs

Exhibit 9.14 Evaluation of Substantive Assessment Methods9-*

Discretionary Assessment Methods9-*Used 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 organizations staffing philosophy regarding EEO/AA commitments

Contingent Assessment Methods9-*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

Drug Testing9-*The 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

Ex. 9.16Example of a Drug Testing Program9-*

Features of an effective drug testing program9-*Emphasize 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 applicants right to privacyReview the program and validate the results against relevant criteria (accidents, absenteeism, turnover, job performance); conduct a cost-benefit analysis

Medical Exams9-*Identify 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

Discussion questions9-*What are the most common discretionary and contingent assessment methods? What are the similarities and differences between the use of these two methods?

Legal Issues: Uniform Guidelines on Employee Selection Procedures (UGESP)9-*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

Legal Issues: ADA and Drug Testing9-*Selection 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

Medical Exams9-*Identifies 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

Discussion questions9-*How should organizations apply the general principles of the UGESP to practical selection decisions?

Ethical Issues9-*Issue 1Do you think its 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 its fair to use such tests? Why or why not?