BUST 200 Selection PDF

SELECTION Choosing the BEST Candidate  HR PLANNING JOB ANALYSIS RECRUITMENT The process used by an The systematic process The process of organisation to assess of determining the skills, searching and attracting the demand for and duti...

SELECTION Choosing the BEST Candidate  HR PLANNING JOB ANALYSIS RECRUITMENT The process used by an The systematic process The process of organisation to assess of determining the skills, searching and attracting the demand for and duties, and knowledge potential employees to supply of future human required for performing the organization. resources. jobs in an organization. 4  SELECTION  The process of CHOOSING from a group of applicants the individual best suited for a particular position and the organization.  The process that involves programmes to IDENTIFY the applicants who have the highest chance of meeting the organization's standards of performance.  SELECTION  The process by which an organisation CHOOSES from a set of recruits (applicants), those who best meet the selection criteria for the available job or positions.  The process of CHOOSING between people based on their potential to perform a particular job role in a particular organization.  Factors Affecting the Selection Process Legal Speed of Decision Organizational Applicant Pool Type of Organization Considerations Making Hierarchy Its essential for Research has Organizations The process can The type of organizations to shown that usually take be truly selective organization such maintain organizations that different only if there are as private, nondiscriminatory fill jobs quickly tend approaches to several qualified governmental, or practices. to have a higher filling positions at applicants. not-for-profit affects total return to varying levels. the selection stakeholders. process. 7  REVIEW OF APPLICATIONS & RESUMES  A resume is a goal-directed summary of a person’s experience, education, and training developed for use in the Selection process.  A resume is a document created and used by a person to present their background, knowledge, skills, and accomplishments. TOP 5 SKILLS POST COVID-19 SOFT SKILLS: HARD SKILLS: Creativity Blockchain Expertise Agility Cloud Computing Flexibility Analytical Reasoning Adaptability Artificial Intelligence Emotional Intelligence Business Analysis 11  CORE SELECTION CRITERIA  Core Selection Criteria are the skills, attributes, knowledge, experience and qualifications defined as being essential for satisfying the requirements of the job  Core Selection Criteria are the desired skills and abilities a job applicant needs to be able to demonstrate to be considered for a job.  CORE SELECTION CRITERIA  The Job Specification facilitates the development of the essential characteristics necessary for an individual to perform a job.  The Core Selection Criteria based on the job specs, are measured in order to make the most objective final selection decision.  CORE SELECTION CRITERIA  Formal Education/Qualifications  Knowledge  Experience  Past performance  Aptitude  Skills/abilities  Personality  PROPERLY DESIGNED SELECTION TESTS CHARACTERISTICS:  Standardization  Objectivity  Norms  Reliability  Validity  PROPERLY DESIGNED SELECTION TESTS STANDARDIZATION:  The uniformity of the procedures and conditions related to administering tests is standardization.  To compare the performance of several applicants taking the same test, it is necessary for all to take the same test under conditions that are as identical as possible.  PROPERLY DESIGNED SELECTION TESTS STANDARDIZATION:  For example, the content of instructions provided, and the time allowed must be the same, and the physical environment must be similar.  If one person takes a test in a room with jackhammers operating just outside and another takes it in a more tranquil environment, differences in test results are likely.  PROPERLY DESIGNED SELECTION TESTS OBJECTIVITY:  In testing, objectivity occurs when everyone scoring a test obtains the same results. Multiple-choice and true– false tests are objective. The person taking the test either chooses the correct answer or does not.  PROPERLY DESIGNED SELECTION TESTS NORMS:  A frame of reference for comparing an applicant’s performance with that of others is a norm.  Specifically, a norm reflects the distribution of many scores obtained by people similar to the applicant being tested. A score by itself is insignificant. It becomes meaningful only when compared with other applicants’ scores.  PROPERLY DESIGNED SELECTION TESTS RELIABILITY:  The extent to which a selection test provides consistent results is reliability. For example, if a person were to take the same test of personality several times and received highly similar scores (consistent results), this personality test would be considered as reliable.  Reliability data reveals the degree of confidence placed in a test.  PROPERLY DESIGNED SELECTION TESTS VALIDITY:  The basic requirement for a selection test is that it must be valid. Validity is the extent to which a test measures what it claims to measure.  If a test cannot indicate the ability to perform the job, it has no value. And if used, it will result in poor hiring decisions and a potential legal liability for the employer.  SELECTION TESTS  Cognitive Aptitude Tests  Vocational Interest Tests  Psychometric Tests  Psychomotor Tests  Personality Tests  Job-Knowledge Tests  Polygraph Tests  Work-Sample Tests  Assessment Centers PERSONALITY TESTS  Personality tests are self- reported measures of traits, temperaments, or dispositions. These tests tap into softer areas such as leadership, teamwork, reliability and personal assertiveness etc.  A properly designed personality profile can measure and match the appropriate personality dimensions to the requirements of the job.  PERSONALITY TESTS  BIG-5 Personality Test  Myers-Briggs Type Indicator (MBTI)  Minnesota Multiphasic Personality Inventory (MMPI)  PSYCHOMETRIC TESTS  A psychometric test, or aptitude test, provides insights into someone's cognitive ability and indicates the potential of a candidate to excel in a position or career.  Most large companies now use psychometric testing to identify future managers. These individuals are being assessed for their ability to bring about long- term change and their ability to handle day-to- day management tasks.  VOCATIONAL INTEREST JOB-KNOWLEDGE TESTS WORK-SAMPLE TESTS TESTS Tests that measure a Tests that require an Tests that indicate the candidate’s knowledge applicant to perform a occupation a person is of the duties of the job task or set of tasks most interested in and for which he or she is representative of the job the one likely to provide applying are job- are work-sample tests. satisfaction. knowledge tests. 26  ASSESSMENT CENTER  An assessment center is a selection approach that requires individuals to perform activities similar to those they might encounter in an actual job.  The assessment center is one of the most powerful tools for assessing managerial talent because it is designed to determine if they will be effective in performing a specific job.  SELECTION TESTS ADVANTAGES SELECTION DISADVANTAGES  Reliable and accurate  Selection tests can be means to predict on-the- unintentionally job performance; discriminatory and can create legal liabilities for  Identifies attitudes and an organization; job-related skills that interviews cannot  Test anxiety can occur recognize; as applicants become quite anxious  Result in better-quality people being hired. 28  EMPLOYMENT INTERVIEW  A goal-oriented conversation in which an interviewer and an applicant exchange information.  The employment interview continues to be the primary method used to evaluate applicants. Candidates appear to be qualified at this point.  INTERVIEW PLANNING  Interview planning is essential to effective employment interviews. The physical location of the interview should be both pleasant and private, providing for a minimum of interruptions.  The interviewer should possess a pleasant personality, empathy, and the ability to listen and communicate effectively.  The interviewer should become familiar with the applicant’s qualifications by reviewing the data collected from other selection tools.  INTERVIEW PLANNING  As preparation for the interview, the interviewer should develop a job profile based on the Job Description and the Job Specification.  After listing job requirements, it is helpful to have an interview checklist that involves comparing an applicant’s application and résumé with the job description.  Questions should be prepared that relate to the qualities needed in the person being sought. In doing so, it is helpful to ask for examples of past job-related applicant behavior.  CONTENT OF THE INTERVIEW Occupational Academic Interpersonal Personal Organizational Fit Experience Achievement Skills Qualities This is The interviewer will In the absence of An individual may Speaking ability, management's explore the significant work possess important vocabulary, poise, perception of the candidate’s experience, a technical skills adaptability, degree to which the knowledge, skills, person’s academic significant to assertiveness, prospective abilities, and record takes on accomplishing a leadership ability, employee will fit with willingness to greater importance job and cooperative the firm’s culture or handle spirit. value system. 33 responsibility.  CONTENT OF THE INTERVIEW OCCUPATIONAL EXPERIENCE:  The interviewer will explore the candidate’s knowledge, skills, abilities, and willingness to handle responsibility.  Although successful performance in one job does not guarantee success in another, it does provide an indication of the person’s ability and willingness to work.  CONTENT OF THE INTERVIEW ACADEMIC ACHIEVEMENT:  In the absence of significant work experience, a person’s academic record takes on greater importance.  Managers should, however, consider grade point average in the light of other factors. For example, involvement in work, extracurricular activities, or other responsibilities may have affected an applicant’s academic performance.  CONTENT OF THE INTERVIEW INTERPERSONAL SKILLS:  An individual may possess important technical skills significant to accomplishing a job. However, if the person cannot work well with others, chances for success are slim.  This is especially true in today’s world, with the increasing use of teams. The biggest mistake an interviewee can make is thinking that firms hire people only for their technical skills.  CONTENT OF THE INTERVIEW PERSONAL QUALITIES:  Personal qualities normally observed during the interview include physical appearance, speaking ability, vocabulary, poise, adaptability, assertiveness, leadership ability, and cooperative spirit.  As with all Core Selection Criteria, these attributes should be considered only if they are relevant to job performance.  CONTENT OF THE INTERVIEW ORGANIZATIONAL FIT:  This is management's perception of the degree to which the prospective employee will fit with the firm’s culture or value system.  Using fit as a criterion raises legal and diversity questions, and perhaps this explains the low profile. Nevertheless, there is evidence that managers use it in making selection decisions and that it is not a minor consideration.  CONTENT OF THE INTERVIEW ORGANIZATIONAL FIT:  Fit is extremely important when considering individuals for upper-level positions, and lack of cultural fit has been the undoing of many recruited executives.  An employee who fits not only the skill requirements but also the culture, values, and belief systems of the organization is 3 times more productive and 2 times less likely to leave the firm.  TYPES OF INTERVIEWS  Structured  Semi-structured  Unstructured  Behavioral  STRUCTURED INTERVIEW  In the structured interview, the interviewer asks each applicant for a particular job the same series of job-related questions.  Although interviews have historically been very poor predictors of job success, use of structured interviews increases reliability and accuracy by reducing the subjectivity and inconsistency of unstructured interviews.  STRUCTURED INTERVIEW  With the structured interview, questions are developed and asked in the same order of all applicants applying for the vacant position. This makes it easier to compare candidates fairly.  There is a better chance that the best candidate will be selected using this technique. Often benchmark answers are determined beforehand.  STRUCTURED INTERVIEW STRUCTURED INTERVIEW QUESTIONS Job-Sample Simulation Situational Questions: Questions: Questions that Questions that pose a involve situations in which typical situation to an applicant may be determine what the applicant did in a similar required to answer situation. questions related to performance of a task. Job Knowledge Questions: Questions that Worker-Requirements probe the applicant's job- Questions: Questions that related knowledge. These seek to determine the questions may relate to applicant’s willingness to basic educational skills or complex scientific or conform to the managerial skills. requirements of the job 43  UNSTRUCTURED INTERVIEW  In an unstructured interview, the interviewer asks probing, open-ended questions. This type of interview is very comprehensive, and the interviewer encourages the applicant to do much of the talking.  Often time-consuming.  BEHAVIORAL INTERVIEW  The Behavioral Interview is a structured interview in which applicants are asked to relate actual incidents from their past relevant to the target job. Once used exclusively for senior executive positions, behavioral interviewing is now a popular technique for lower-level positions also.  The assumption is that past behavior is the best predictor of future behavior. 45 BEHAVIORAL INTERVIEW Behavioral interviewers look for three main things: 1. A description of a challenging situation; 2. What the candidate did about it; and 3. Measurable results. In the behavioral interview, the questions are selected for their relevance to job success in a particular job 46 COMMON INTERVIEW QUESTIONS 1. Tell me a little bit about yourself. 2. Why did you choose this career? 3. What are your short term and long-term career goals? 4. What are your greatest strengths and weaknesses? 5. Why should I hire you? 6. Describe a situation where you had to collaborate with a difficult colleague/client/person. 7. Describe a difficult problem you faced and how you approached it. 47  METHODS OF INTERVIEWING  One-on-One Interview  Group Interview  Board (or Panel) Interview  Multiple Interview  Realistic Job Preview  METHODS OF INTERVIEWING ONE-ON-ONE INTERVIEW:  In a typical employment interview, the applicant meets one-on-one with an interviewer. As the interview may be a highly emotional occasion for the applicant, meeting alone with the interviewer is often less threatening.  This method provides a better opportunity for an effective exchange of information to take place. 49  METHODS OF INTERVIEWING GROUP INTERVIEW:  In a group interview, several applicants interact in the presence of one or more company representatives.  This approach, although not mutually exclusive of other interview types, may provide useful insights into the candidates’ interpersonal competence as they engage in a group discussion.  Another advantage of this technique is that it saves time for busy professionals and executives. 50 METHODS OF INTERVIEWING BOARD (OR PANEL) INTERVIEW:  In a board interview, several of the firm’s representatives interview a candidate at the same time.  Companies use the board interview to gain multiple viewpoints because there are many cross-functional workplace relationships in business these days.  Once the interview is complete, the board members pool their evaluation of the candidate. 51 METHODS OF INTERVIEWING MULTIPLE INTERVIEW: At times, applicants are interviewed by peers, subordinates, and potential superiors. This approach permits the firm to get a more encompassing view of the candidate. It also gives the candidate a chance to learn more about the company from a variety of perspectives. The result of this type of interview is a stronger, more cohesive team that shares the company’s culture and helps ensure organizational fit. 52 METHODS OF INTERVIEWING REALISTIC JOB PREVIEW:  A Realistic Job Preview (RJP) conveys both positive and negative job information to the applicant in an unbiased manner. RJPs have become increasingly common in certain fields because of the high turnover rates and the constant cost of replacing those individuals who do not work out.  An RJP conveys information about tasks the person would perform, and the behavior required to fit into the culture of the organization. This approach helps applicants develop a more accurate perception of the job and the firm. 53 INTERVIEW PROBLEMS/ERRORS  First Impression  Misinterpretation of non-  Similar-to-Me verbal cues  Contrast Error  Premature Judgments  Halo & Horn Effect  Inappropriate Questions  Lack of Training  Interviewer Domination  Stereotyping 54  PRE- EMPLOYMENT SCREENING At this stage of the selection process, an applicant has normally completed an application form or submitted a résumé, taken the necessary selection tests, and undergone an employment interview. 55 PRE-EMPLOYMENT SCREENING  On the surface the candidate looks qualified. It is now time to determine the accuracy of the information submitted or to determine whether vital information was not submitted. 56 PRE-EMPLOYMENT SCREENING  Previous employment  Education/Qualifications  Personal References  Criminal History  Driving Record 57  PRE-EMPLOYMENT SCREENING  Reference checks are validations from those who know the applicant that provide additional insight into the information furnished by the applicant and allow verification of its accuracy. NAME OR LOGO 58 PRE-EMPLOYMENT SCREENING  Reference Checks are a valuable source of information to supplement and add to the background investigation.  Applicants are often required to submit the names of several references who can provide additional information about them. 59  PRE-EMPLOYMENT SCREENING TESTIMONIAL:  A written declaration certifying an individual’s character, conduct, or qualifications.  A formal statement testifying to someone's character and qualifications. ORIENTATION & SOCIALIZATION The final step in Recruitment and Selection is twofold: 1. Place the employee in the job, and; 2. Orient him or her to the company, work group, and job. This step, too often overlooked, is crucial for retaining newcomers whose recruitment and hiring were often performed at great expense. 62  PURPOSE OF ORIENTATION  Company Policies & Rules  Compensation  Corporate Culture  Team Membership  Employee Development  Socialization  COVID-19 IMPACT ON RECRUITMENT & SELECTION Instead of hiring, organizations are undertaking large-scale layoffs; Employee recruitment and selection activities cancelled or postponed; Recruitment and selection activities being discouraged to avoid physical interactions and movements; High volume hiring; Digital platforms being utilized to enable recruitment and selection. 64