Transcript Managing Human Resources 13e

Employment Tests
• Employment Test
 An objective and standardized measure of a sample
of behavior that is used to gauge a person’s
knowledge, skills, abilities, and other characteristics
(KSAOs) in relation to other individuals.
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5–1
Percentage of Job Skills Testing in Selected
Industries
INDUSTRY
TEST ALL JOB
ONLY SELECT
APPLICANTS JOB CATEGORIES
Manufacturing
7%
49%
Financial Services
4%
68%
Wholesale and Retail
0%
53%
Business and Professional Services
2%
57%
Other Services
6%
63%
Source: American Management Association: “Job Skills Testing Questionnaire,” 1998.
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Figure 5.8
5–2
Classification of Employment Tests
• Cognitive Ability Tests
 Aptitude tests

Measures of a person’s capacity to learn or acquire
skills.
 Achievement tests

Measures of what a person knows or can do right now.
• Validity relates more to general intelligence
which is considered a good predictor of
performance.
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5–3
Is That Your Final Answer?
Verbal
1. What is the meaning of the word “surreptitious”?
a. covert
c. lively
b. winding
d. sweet
2. How is the noun clause used in the following sentence?
“I hope that I can learn this game.”
a. subject
c. direct object
b. predicate nominative
d. object of the preposition
Quantitative
3. Divide 50 by 0.5 and add 5. What is the result?
a. 25
c. 95
b. 30
d. 105
4. What is the value of 1442?
a. 12
c. 288
b. 72
d. 20736
Answers: 1a, 2c, 3d, 4d
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Figure 5.9
5–4
Classification of Employment Tests
• Personality and Interest Inventories
 “Big Five” personality factors:

Extroversion, agreeableness, conscientiousness,
neuroticism, openness to experience.
• WI limits usage because some are considered a
pre-employment medical exam
• Low predictive validity
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5–5
CPI Personality Facets and Sample Items
• Agreeableness
 Trust—I believe people are usually honest with me.
• Conscientiousness
 Attention to detail—I like to complete every detail of tasks
according to the work plans.
• Extroversion
 Adaptability—For me, change is exciting.
• Neuroticism
 Self-confidence—I am confident about my skills and
abilities.
• Openness to Experience
 Independence—I tend to work on projects alone, even if
others volunteer to help me.
Source: Mark J. Schmit, Jenifer A. Kihm, and Chet Robie, “Development of a Global
Measure of Personality,” Personnel Psychology 53, no. 1 (Spring 2000): 153–93.
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Figure 5.10
5–6
Classification of Employment Tests (cont’d)
• Physical Ability Tests
 Assess physical abilities (i.e. lifting, running)
 Must be related to the essential functions of the
job.
 Validated to prevent discrimination.
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• Job Knowledge Tests
 An achievement test that measures a person’s
level of understanding about a particular job. (i.e.
civil service exam)
 Generally high level of validity
• Work Sample Tests
 Require the applicant to perform tasks that are
actually a part of the work required on the job.
 Generally high level of validity
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5–8
Employee Polygraph
Protection Act (1988)
• Use of “lie detectors” is
largely prohibited.
 Gov’t exempted
 Security services
 Pharmaceutical
manufacturers
• Act requires qualified
examiners.
• Act requires disclosure
of information where
used.
HRM 1
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5–9
• Integrity Tests
 Integrity tests assess honesty, dependability,
trustworthiness, reliability, and pro-social
behavior.
 Try to identify if people would be dishonest at
work
 Have shown validity in predicting disruptive
behaviors such as theft, disciplinary issues and
absenteeism
 Criticized for hypothetical construction and
dishonesty in responses
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5–10
Integrity Test Question Examples
Note: The number of items in each category was 2, 8, 13, and 9 respectively.
Source: Stephen Dwight and George Alliger, “Reactions to Overt Integrity Test Items,” Educational and Psychological Measurement 57, no.
6 (December 1977): 937–48, copyright © 1997 by Sage Publications, Inc. Reprinted with the permission of Sage Publications, Inc.
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Figure 5.7
5–11
EEOC Best Practices
• Employers should administer tests and other selection
procedures without regard to race, color, national origin,
sex, religion, age (40 or older), or disability.
• Employers should ensure that employment tests and
other selection procedures are properly validated for the
positions and purposes for which they are used. The test
or selection procedure must be job-related and its results
appropriate for the employer’s purpose. While a test
vendor’s documentation supporting the validity of a test
may be helpful, the employer is still responsible for
ensuring that its tests are valid under UGESP.
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5–12
• If a selection procedure screens out a protected group,
the employer should determine whether there is an
equally effective alternative selection procedure that has
less adverse impact and, if so, adopt the alternative
procedure. For example, if the selection procedure is a
test, the employer should determine whether another
test would predict job performance but not
disproportionately exclude the protected group.
• To ensure that a test or selection procedure remains
predictive of success in a job, employers should keep
abreast of changes in job requirements and should
update the test specifications or selection procedures
accordingly.
• Employers should ensure that tests and
selection procedures are not adopted casually
by managers who know little about these
processes. A test or selection procedure can be
an effective management tool, but no test or
selection procedure should be implemented
without an understanding of its effectiveness
and limitations for the organization, its
appropriateness for a specific job, and whether it
can be appropriately administered and scored.
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5–14
• Microsoft Interview Questions
• http://www.sellsbrothers.com/fun/msiview/default
.aspx?content=question.htm
• http://en.wikipedia.org/wiki/Microsoft_interview
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5–15
Interviewing Methods
• Nondirective Interview
 The applicant determines the course of the
discussion, while the interviewer refrains from
influencing the applicant’s remarks.
 So tell me about yourself?
 What is your vision for the company?
• Structured Interview
 An interview in which a set of standardized
questions having an established set of answers is
used.
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5–16
Interviewing Methods (cont’d)
• Situational Interview
 An interview in which an applicant is given a
hypothetical incident and asked how he or she
would respond to it.
 It is the night before your scheduled vacation.
You are all packed and ready to go. Just before
you get into bed, you receive a phone call from
the plant. A problem has arisen that only you can
handle. You are asked to come in to take care of
things. What would you do in this situation?
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5–17
• Behavioral Description Interview (BDI)
 An interview in which an applicant is asked
questions about what he or she actually did in a
given situation.
 Give an example of a time when you provided
directions to another employee.
 Tell about a method you’ve used to solve conflict.
• Panel Interview
 An interview in which a board of interviewers
questions and observes a single candidate.
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5–18
Interviewing Methods (cont’d)
• Computer Interview
 Using a computer program that requires
candidates to answer a series of questions
tailored to the job. Answers are compared either
with an ideal profile or with profiles developed on
the basis of other candidates’ responses.
• Video interviews
 Using video conference technologies to evaluate
job candidates’ technical abilities, energy level,
appearance, and the like before incurring the
costs of a face-to-face meeting.
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5–19
Background/Reference checking
• Range of activities designed to verify information
provided by applicant
• Can include:
 Telephone calls to check references
 Medical exams/Drug tests
 Verification of licenses, degrees
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5–20
How HR Uses Background Investigations
Percentage of respondents conducting the following checks:
Contact references provided by candidate
75%
Verify schools attended and degrees earned
62%
Contact people suggested by references
42%
Check driving records
41%
Verify reference letters provided by candidate
30%
Run credit checks
25%
Source: Society for Human Resource Management (SHRM).
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Figure 5.6
5–21
2009 CareerBuilder Survey
• 45% of employers reported they use social
networking sites to research job candidates
• Of those who conduct online
searches/background checks of job candidates:
 29% use Facebook
 26% use LinkedIn
 21% use MySpace
 11% search blogs
 7% follow candidates on Twitter.
http://oregonbusinessreport.com/2009/08/45-employers-usefacebook-twitter-to-screen-job-candidates/
5–22
Background Investigations
• Checking References
 Letters of reference
 Mail and telephone checks

Specific job-related information
 Family Educational Rights Privacy Act of 1974
(FERPA)
Requires signed requests for reference letters and
signed consent to background checks.
 Applies to both educational and private employers.

 Failure to Check References

Negligent hiring liabilities
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5–23
• Massachusetts
• Or v. Edwards (62 Mass.App.Ct. 475 (2004)): The estate
of an apartment tenant’s murdered child brought a
wrongful death action against the landlord, alleging that
the landlord acted negligently in entrusting apartment
keys to a casual custodial worker who raped and
murdered a child in a vacant apartment unit. The
employer should have at least conducted a background
check before giving him keys to the apartment building,
the court held, considering it knew that the employee (1)
was a jobless, homeless drifter with an alcohol addiction
probably compounded by a drug habit, (2) was charged
with “car theft” requiring repeated court appearances, (3)
had to submit to examination in a hospital for mental
competency, and (4) had to attend to “probation.”
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5–24
• References
 Always obtain a waiver (Ex:
http://www.dining.uconn.edu/docs/employment_
waiver.pdf )
 Check at least three references
 Ask for different types of references
 Ask about past job performance
 Stay within the most recent 5-7 years
 Avoid personal references
 Verify licenses and degrees
 Check by telephone and document information
and provider of information
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5–25
Reference Questions
• Ask open-ended questions about job
performance
• Use qualified people
• Avoid discriminatory questions like age, race,
sex, religion, marital status, national origin, etc.
• It is the applicant’s responsibility to provide
names
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5–26
Background Investigations (cont’d)
• Organizations using credit reports must:
 Advise and receive written consent from applicants if
a report will be requested.
 Provide a written certification to the consumer
reporting agency as to the purpose of the report.
 Provide applicants a copy of the consumer report as
well as a summary of their rights under the CCRRA.
 Must provide an adverse-action notice a person if that
person is not hired and contact information related to
the reporting agency.
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5–27
Background Investigations (cont’d)
• Graphology
 The use of a sample of an applicant’s handwriting to
make an employment decision. Example
• Medical Examinations
 Given last as they can be costly.
 Ensure that the health of an applicant is adequate to
meet the job requirements.
 Provides a baseline for subsequent examinations
 ADA requires all exams be job-related and conducted
after an employment offer is made.
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5–28
Drug Testing
• Drug-Free Workplace Act of 1988
 Testing for illegal drugs is required for applicants and
employees of federal contractors.
• Effects of Testing
 Applicants testing positive are generally not hired.
 Current employees testing positive are referred to
employee assistance programs for rehabilitation.
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5–29
Drug Testing
•
•
•
•
Normally set up a process for entire company
Provider of service should have a process in place
Should provide chain of custody arrangements
Should have a listing of substances that you are
screening
• Should have an ability to retest for a positive result with
a more discriminating test
• $30 - 48 per test for urine testing
• $50-70 for hair follicle testing
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5–30
Background Check Overview
• Get a waiver
• Verify past employment
• Complete a drug screen
• Conduct a reference check
• Check for criminal convictions that would be
relevant
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5–31
Wisconsin Background Checking Sites
• Criminal history. The Wisconsin Department of
Justice (DOJ), Crime Investigation Bureau, will
provide criminal background information upon
receipt of a completed request form and fee.
The form can be obtained at
http://www.doj.state.wi.us/dles/cib/ (2nd bullet)
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• Wisconsin Consolidated Court Automation Program
(CCAP) provides criminal and civil record information by
providing access to circuit court records.
http://wcca.wicourts.gov/index.xsl
• Driving history. Obtain a copy of an applicant’s driving
history. Request form:
http://www.dot.wisconsin.gov/drivers/records.htm
• Professional license and credential history and status.
Verify the status of an applicant’s Wisconsin license
through the Wisconsin Department of Regulation and
Licensing at http://drl.wi.gov/
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5–33
Steps in the
Selection
Process
Hiring decision
Medical exam/drug test
Supervisor/team interview
Preliminary selection in
HR department
Background investigation
Employment testing
(aptitude, achievement)
Initial interview in
HR department
Completion of application
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Note: Steps may vary. An
applicant may be rejected
after any step in the process.
Figure 5.2
5–34
Which instructor would you hire?
• Person A has over 20 years
of excellent industry
experience
• (progressive, mgmt level at
several large companies)
• Person is extremely
knowledgeable and holds
extra certifications
• Impeccable work record
• Sample lecture is dry,
boring, academic
• Demeanor described as
intimidating, unfriendly,
professional
• Person B has several
years of experience
(entry-mid level
supervisor of small
company)
• Not terribly
knowledgeable about
some areas
• Good work record but
unemployed for 2-3
months at this time
• Excellent sample lecture
• Demeanor described as
friendly, funny, outgoing
Reaching a Selection Decision
• Selection Considerations:
 Are individuals to be hired according to their highest
potential or according to the needs of the organization?
 At what grade or wage level to start the individual?
 Should selection be for employee- job match, or should
advancement potential be considered?
 Should those not qualified but qualifiable be considered?
 Should overqualified individuals be considered?
 What effect will a decision have on meeting affirmative
action plans and diversity considerations?
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5–36
“Can-Do”and “Will-Do”Factors
in Selection Decisions
“Can Do”
______________________________
• Knowledge
• Skills
• Abilities
Job Performance
“Will Do”
______________________________
• Personality
• Values
• Motivation
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Figure 5.12
5–37
Selection Decision Models
• Compensatory Model
 Permits a high score in one area to make up for
a low score in another area.
• Multiple Cutoff Model
 Requires an applicant to achieve a minimum
level of proficiency on all selection dimensions.
• Multiple Hurdle Model
 Only applicants with sufficiently high scores at
each selection stage go on to subsequent
stages in the selection process.
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5–38
Selection Process (cont’d)
• Cutoff Score
 The point in a distribution of scores above which
a person is considered and below which a person
is rejected.
• Selection Ratio
 The number of applicants compared with the
number of people to be hired.
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5–39
Selection Process (cont’d)
• Final Decision
 Selection of applicant by departmental or
immediate supervisor to fill vacancy.
 Notification of selection and job offer by the
human resources department.
Job offer should be in writing
 Job title, salary, benefits, start date
 May include brief job overview

 Notify other applicants
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5–40
Documentation
• Information about a hire to keep:
 General applicant pool info (names, EEO)
 Screening results for all applicants to justify
decision
Test scores
 Applications
 Interview information

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5–41