Human Resource Management, Employee Testing, and Selection (PDF)

Gary Dessler tenth edition Chapter 6 Part 2 Recruitment and Placement Employee Testing and Selection © 2005 Prentice Hall Inc. PowerPoint Presentation by Charlie Cook All rights reserved....

Gary Dessler tenth edition Chapter 6 Part 2 Recruitment and Placement Employee Testing and Selection © 2005 Prentice Hall Inc. PowerPoint Presentation by Charlie Cook All rights reserved. The University of West Alabama After studying this chapter, you should be able to: 1. Explain what is meant by reliability and validity. 2. Explain how you would go about validating a test. 3. Cite and illustrate our testing guidelines. 4. Give examples of some of the ethical and legal considerations in testing. 5. List eight tests you could use for employee selection, and how you would use them. 6. Explain the key points to remember in conducting background investigations. © 2005 Prentice Hall Inc. All rights reserved. 6–2  Why Careful Selection is Important  The importance of selecting the right employees – Organizational performance always depends in part on subordinates having the right skills and attributes. – Recruiting and hiring employees is costly. – The legal implications of incompetent hiring EEO laws and court decisions related to nondiscriminatory selection procedures The liability of negligent hiring of workers with questionable backgrounds © 2005 Prentice Hall Inc. All rights reserved. 6–3  Avoiding Negligent Hiring Claims  Carefully scrutinize information supplied by the applicant on his or her employment application.  Get the applicant’s written authorization for reference checks, and carefully check references.  Save all records and information you obtain about the applicant.  Reject applicants who make false statements of material facts or who have conviction records for offenses directly related and important to the job in question.  Balance the applicant’s privacy rights with others’ “need to know,” especially when you discover damaging information.  Take immediate disciplinary action if problems arise. © 2005 Prentice Hall Inc. All rights reserved. 6–4  Basic Testing Concepts  Reliability – The consistency of scores obtained by the same person when retested with the identical or equivalent tests. – Are the test results stable over time?  Test validity – The accuracy with which a test, interview, and so on measures what it purports to measure or fulfills the function it was designed to fill. – Does the test actually measure what we need for it to measure? © 2005 Prentice Hall Inc. All rights reserved. 6–5  Sample Picture Card from Thematic Apperception Test How do you interpret this picture? Source: Harvard University Press. Used with permission. Figure 6–1 © 2005 Prentice Hall Inc. All rights reserved. 6–6  Types of Validity  Criterion validity – A type of validity based on showing that scores on the test (predictors) are related to job performance (criterion). Are test scores in this class related to students’ knowledge of human resource management?  Content validity – A test that is content valid is one that contains a fair sample of the tasks and skills actually needed for the job in question. Do the test questions in this course relate to human resource management topics? Is taking an HR course the same as doing HR? © 2005 Prentice Hall Inc. All rights reserved. 6–7  How to Validate a Test  Step 1: Analyze the job – Predictors: job specification (KSAOs) – Criterion: quantitative and qualitative measures of job success  Step 2: Choose the tests – Test battery or single test?  Step 3: Administer the test – Concurrent validation Current employees’ scores with current performance – Predictive validation Later-measured performance with prior scores © 2005 Prentice Hall Inc. All rights reserved. 6–8  How to Validate a Test (cont’d)  Step 4: Relate Test Scores and Criteria – Correlation analysis Actual scores on the test with actual performance  Step 5: Cross-Validate and Revalidate – Repeat Step 3 and Step 4 with a different sample of employees. © 2005 Prentice Hall Inc. All rights reserved. 6–9  Expectancy Chart Note: This expectancy chart shows the relation between scores made on the Minnesota Paper Form Board and rated success of junior draftspersons. Example: Those who score between 37 and 44 have a 55% chance of being rated above average and those scoring between 57 and 64 have a 97% chance. Figure 6–3 © 2005 Prentice Hall Inc. All rights reserved. 6–10  Testing Program Guidelines 1. Use tests as supplements. 2. Validate the tests. 3. Monitor your testing/selection program 4. Keep accurate records. 5. Use a certified psychologist. 6. Manage test conditions. 7. Revalidate periodically. Table 6–1 © 2005 Prentice Hall Inc. All rights reserved. 6–11  Sample Test Source: Courtesy of NYT Permissions. Figure 6–4 © 2005 Prentice Hall Inc. All rights reserved. 6–12  Test Takers’ Individual Rights and Test Security  Under the American Psychological Association’s standard for educational and psychological tests, test takers have the right: – To privacy and information. – To the confidentiality of test results. – To informed consent regarding use of these results. – To expect that only people qualified to interpret the scores will have access to them. – To expect the test is fair to all. © 2005 Prentice Hall Inc. All rights reserved. 6–13  Using Tests at Work  Major types of tests used by employers – Basic skills tests (45%) – Drug tests (47%) – Psychological tests (33%)  Use of testing – Less overall testing now but more testing is used as specific job skills and work demands increase. Screen out bad or dishonest employees Reduce turnover by personality profiling  Source of tests – Test publishers © 2005 Prentice Hall Inc. All rights reserved. 6–14  Computer-Interactive Testing  Types of tests – Specialized work sample tests – Numerical ability tests – Reading comprehension tests – Clerical comparing and checking tests  Online tests – Telephone prescreening – Offline computer tests – Virtual “inbox” tests – Online problem solving tests © 2005 Prentice Hall Inc. All rights reserved. 6–15  Types of Tests  Tests of cognitive abilities (Intelligence test)  Motor and Physical Abilities  Personality and interests  Achievement tests  The Polygraph and Honesty Testing  Graphology  Physical Examination  Drug Screening  Management Assessment Centers  Work Sampling © 2005 Prentice Hall Inc. All rights reserved. 6–16  Types of Tests  Tests of cognitive abilities – Intelligence Tests Tests of general intellectual abilities that measure a range of abilities, including memory, vocabulary, verbal fluency, and numerical ability. – Aptitude tests Tests that measure specific mental abilities, such as inductive and deductive reasoning, verbal comprehension, memory, and numerical ability. © 2005 Prentice Hall Inc. All rights reserved. 6–17  Types of Tests (cont’d)  Tests of motor abilities – Tests that measure motor abilities, such as finger dexterity, manual dexterity, and reaction time.  Tests of physical abilities – Tests that measure static strength, dynamic strength, body coordination, and stamina. © 2005 Prentice Hall Inc. All rights reserved. 6–18  Problem from the Test of Mechanical Comprehension Which gear will turn the same way as the driver? Source: Reproduced by permission. Copyright 1967, 1969 by The Psychological Corporation, New York, NY. All rights reserved. Author’s note: 1969 is the latest copyright on this test, which is still the main one used for this purpose. Figure 6–5 © 2005 Prentice Hall Inc. All rights reserved. 6–19  Measuring Personality and Interests  Personality tests – Tests that use projective techniques and trait inventories to measure basic aspects of an applicant’s personality, such as introversion, stability, and motivation. – Disadvantage Personality tests—particularly the projective type—are the most difficult tests to evaluate and use. – Advantage Tests have been used successfully to predict dysfunctional job behaviors and identify successful candidates for overseas assignments. © 2005 Prentice Hall Inc. All rights reserved. 6–20  The “Big Five”  Extraversion – The tendency to be sociable, assertive, active, and to experience positive effects, such as energy and zeal.  Emotional stability/neuroticism – The tendency to exhibit poor emotional adjustment and experience negative effects, such as anxiety, insecurity, and hostility.  Openness to experience – The disposition to be imaginative, nonconforming, unconventional, and autonomous.  Agreeableness – The tendency to be trusting, compliant, caring, and gentle.  Conscientiousness – Is comprised of two related facets: achievement and dependability. © 2005 Prentice Hall Inc. All rights reserved. 6–21  Other Tests  Interest inventories – Personal development and selection devices that compare the person’s current interests with those of others now in various occupations so as to determine the preferred occupation for the individual.  Achievement tests – Test that measure what a person has already learned—“job knowledge” in areas like accounting, marketing, or personnel. © 2005 Prentice Hall Inc. All rights reserved. 6–22  Other Tests (cont’d)  Web-Based (Online) testing – Eliminates costly and inefficient paper-and-pencil testing processes. – Allows for role-playing by applicants. – Use of computer-based scoring eliminates rater bias. – Provides immediate scoring and feedback of results to applicants. – Can be readily customized for specific jobs. © 2005 Prentice Hall Inc. All rights reserved. 6–23  Work Samples  Work samples – Actual job tasks are used in testing applicants’ performance.  Work sampling technique – A testing method based on measuring an applicant’s performance on actual basic job tasks. © 2005 Prentice Hall Inc. All rights reserved. 6–24  Example of a Work Sampling Question Figure 6–6 © 2005 Prentice Hall Inc. All rights reserved. 6–25  Work Simulations  Management assessment center – A simulation in which management candidates are asked to perform realistic tasks in hypothetical situations and are scored on their performance.  Typical simulated exercises include: – The in-basket – Leaderless group discussion – Management games – Individual presentations – Objective tests – The interview © 2005 Prentice Hall Inc. All rights reserved. 6–26  Work Simulations (cont’d)  Video-Based situational testing – A situational test comprised of several video scenarios, each followed by a multiple choice question that requires the candidate to choose from among several courses of action. – While the evidence is mixed, the results suggest that video-based situational tests can be useful for selecting employees. © 2005 Prentice Hall Inc. All rights reserved. 6–27  Work Simulations (cont’d)  The miniature job training and evaluation approach – Candidates are trained to perform a sample of the job’s tasks, and then are evaluated on their performance. – The approach assumes that a person who demonstrates that he or she can learn and perform the sample of tasks will be able to learn and perform the job itself. © 2005 Prentice Hall Inc. All rights reserved. 6–28  Background Investigations and Reference Checks  Extent of investigations and checks – Reference checks (87%) – Background employment checks (69%) – Criminal records (61%) – Driving records (56%) – Credit checks (35%)  Reasons for investigations and checks – To verify factual information provided by applicants. – To uncover damaging information. © 2005 Prentice Hall Inc. All rights reserved. 6–29  Reference Checking Form (Verify that the applicant has provided permission before conducting reference checks) Candidate Name: Reference Name: Company Name: Dates of Employment: (From: and To:) Position(s) Held: Salary History: Reason for Leaving: Explain the reason for your call and verify the above information with the supervisor (including the reason for leaving) 1. Please describe the type of work for which the candidate was responsible. 2. How would you describe the applicant’s relationships with coworkers, subordinates (if applicable), and with superiors? 3. Did the candidate have a positive or negative work attitude? Please elaborate 4. How would you describe the quantity and quality of output generated by the former employee? 5. What were his/her strengths on the job? 6. What were his/her weaknesses on the job? 7. What is your overall assessment of the candidate? 8. Would you recommend him/her for this position? Why or why not? 9. Would this individual be eligible for rehire? Why or why not? Other comments? Source: Society for Human Resource Management, © 2004. Figure 6–7 © 2005 Prentice Hall Inc. All rights reserved. 6–30  Background Investigations and Reference Checks (cont’d)  Sources of information for background checks: – Former employers – Current supervisors – Commercial credit rating companies – Written references © 2005 Prentice Hall Inc. All rights reserved. 6–31  The Polygraph and Honesty Testing  The polygraph (or lie detector) – A device that measures physiological changes, – The assumption is that such changes reflect changes in emotional state that accompany lying.  Employee Polygraph Protection Act of 1988. – Prohibits employers (in most all cases) from conducting polygraph examinations of all job applicants and most employees. – Also prohibited are other mechanical or electrical devices including psychological stress evaluators and voice stress analyzers. © 2005 Prentice Hall Inc. All rights reserved. 6–32  Permitted Users of the Polygraph  Employers with contracts involving: – National defense or security – Nuclear-power (Department of Energy) – Access to highly classified information – Counterintelligence (the FBI or Department of Justice)  Other exceptions – Hiring of private security personnel – Hiring persons with access to drugs – Conducting ongoing investigations involving economic loss or injury to an employer’s business. © 2005 Prentice Hall Inc. All rights reserved. 6–33  Paper-and-Pencil Honesty Tests  Paper-and-pencil honesty tests – Psychological tests designed to predict job applicants’ proneness to dishonesty and other forms of counterproductivity. – Measure attitudes regarding things like tolerance of others who steal, acceptance of rationalizations for theft, and admission of theft-related activities. © 2005 Prentice Hall Inc. All rights reserved. 6–34  Antitheft Screening Procedure  Ask blunt questions.  Listen, rather than talk.  Do a credit check.  Check all employment and personal references.  Use paper-and-pencil honesty tests and psychological tests.  Test for drugs.  Establish a search-and-seizure policy and conduct searches. © 2005 Prentice Hall Inc. All rights reserved. 6–35  Graphology  Graphology (handwriting analysis) – Assumes that handwriting reflects basic personality traits. – Graphology’s validity is highly suspect. Handwriting Exhibit Used by Graphologist Source: Reproduced with permission from Kathryn Sackhein, Handwriting Analysis and the Employee Selection Process (New York: Quorum Books, 1990), p. 45. Figure 6–8 © 2005 Prentice Hall Inc. All rights reserved. 6–36  Physical Examination  Reasons for preemployment medical examinations: – To verify that the applicant meets the physical requirements of the position – To discover any medical limitations you should take into account in placing the applicant. – To establish a record and baseline of the applicant’s health for future insurance or compensation claims. – To reduce absenteeism and accidents – To detect communicable diseases that may be unknown to the applicant. © 2005 Prentice Hall Inc. All rights reserved. 6–37  Substance Abuse Screening  Types of screening: – Before formal hiring – After a work accident – Presence of obvious behavioral symptoms – Random or periodic basis – Transfer or promotion to new position  Types of tests – Urinalysis – Hair follicle testing © 2005 Prentice Hall Inc. All rights reserved. 6–38  Key Terms negligent hiring reliability test validity criterion validity content validity expectancy chart interest inventory work samples work sampling technique management assessment center © 2005 Prentice Hall Inc. All rights reserved. 6–39