1. Recruitment, Selection, and Job Performance
Chapter 5
Recruitment, Selection, and Job Performance
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2. Chapter Learning Outcomes
After reading this chapter you should:
Appreciate the important role played by job performance in selection and assessment
Be able to define the differences among task, contextual, and counter-productive work behaviours
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3. Chapter Learning Outcomes (continued)
Understand the different types of counterproductive work behaviours
Be able to describe the importance of developing and using scientifically sound measures of job performance in selection and assessment
Understand what constitutes acceptable criteria that may be used to assess performance
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4. Chapter Learning Outcomes (continued)
Understand the relationship among individual performance measures, criteria, and performance dimensions related to a job
Appreciate the technical aspects of measuring job performance
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5. Job Performance Job Performance Criteria Task Performance
Contextual Performance
Counterproductive Work Behaviours
Job performance: behaviour (the observable things people do) that is relevant to accomplishing the goals of an organization.
Criteria: measures of job performance that attempt to capture individual differences among employees with respect to job-related behaviours.
Task performance: duties related to the direct production of goods and services and to the direct contribution to the efficient functioning of the organization that form part of a job. These duties are part of the worker’s formal job description.
Contextual performance: the activities or behaviours that are not part of a worker’s formal job description but that remain important for organizational effectiveness. It is closely related to organizational citizenship behaviour. The contextual performance dimensions appear to be extensions of the eight job performance dimensions. Contextual performance may related to broader organization roles taken on by an employee without references to specific job-related tasks. Contextual performance activities may represent important criteria for jobs in many organizations because of their relationship to organizational effectiveness.
Counterproductive work behaviours: voluntary behaviours that violate significant organizational norms and in so doing threaten the well-being of an organization, its members, or both.
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6. Job Performance as a Multidimensional Concept
Job performance domain: the set of job performance dimensions (i.e., behaviours) that are relevant to the goals of the organization, or the unit, in which a person works
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7. Performance Dimensions
Performance dimensions: sets of related behaviours that are derived from an organization’s goals and linked to successful job performance
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8. A Multidimensional Model of Job Performance
Job-specific task proficiency
Non-job-specific task proficiency
Written and oral communication task proficiency
Demonstrating effort
John Campbell proposed that the behaviours that people are expected to exhibit as part of their job appear to fall into eight job performance dimensions, which together specify the job performance domain.
Job-specific task proficiency: reflects the degree to which an individual can perform technical tasks that make up the content of the job.
Non-job-specific task proficiency: reflects the degree to which individuals can perform tasks or behaviours that are not specific to any one job.
Written and oral communication task proficiency: the degree to which an individual can write or speak, independent of the correctness of the subject matter.
Demonstrating effort: reflects the degree to which individuals are committed to performing all job tasks, to working at a high level of intensity, and to working under adverse conditions.
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9. A Multidimensional Model of Job Performance (continued)
Maintaining personal discipline
Facilitating peer and team performance
Supervision/leadership
Management/administration
Maintaining personal discipline: characterizes the extent to which negative behaviours are avoided.
Facilitating peer and team performance: the degree to which an individual supports coworkers, helps them with job problems, and keeps them working as a team to achieve their goals.
Supervision/leadership: includes behaviours that are directed at influencing the performance of subordinates through interpersonal means.
Management/administration: includes all other performance behaviours involved in management that are distinct from supervision.
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10. Table 5.1 (p. 170) maps Campbell’s eight job dimensions onto the three types of job behaviour. The three component states are present in each job - job task proficiency, demonstrating effort, and maintaining discipline – and correspond respectively to the contextual and counterproductive behaviours.
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11. Table 5.2 (p. 174) presents definitions of the most common types of counterproductive work behaviours.
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12. Types of Counterproductive Work Behaviours (continued)
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13. Withdrawal Behaviours
Tardiness
Absence
Presenteeism
Workplace Deviance
Production Deviance
Tardiness and absence: for example, being late for work (tardiness), not showing up for scheduled work (absence), and quitting the job permanently (voluntary turnover).
Presenteeism: a measure of lost productivity that occurs when employees show up for work but are not fully engaged in their jobs because of personal health and life issues.
Workplace deviance: generally involves the voluntary violation of significant organizational norms in a way that threatens the well-being of the organization, coworkers, or both.
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14. Withdrawal Behaviours
Psychological Withdrawal
Employee Theft
Workplace Aggression and Violence
Bullying
Psychological withdrawal: employees show up for work on time, don’t miss a day of work and have no intention of quitting, but withhold effort and do not perform to their fullest capabilities; may also take the form of drug and alcohol use in the work place during working hours.
Employee theft: form of workplace property deviance where the goal is not to destroy property but to steal the organization’s property, including money, for oneself.
Workplace aggression and violence: involves aggression or abuse against others; behaviours are intended to cause either physical or psychological harm.
Bullying: offensive, intimidating, malicious, or insulting behaviour, which is an abuse or misuse of power through means intended to undermine, humiliate, denigrate, or injure the intended victim of the bullying behaviour. Bullying does not have to take place face-to face. It may take place by written communications, , etc.
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15. Figure 5.2 (p. 180) uses Campbell’s model to integrate task, contextual, and counterproductive work behaviours.
Contextual behaviours should lead to increases in productivity that are primarily influenced by task behaviour, while counter-productive work behaviours detract from it. How individuals differ in terms of declarative knowledge, procedural knowledge and skill, and motivation may determine how they ultimately perform in the workplace.
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16. Measuring Performance
Usefulness of selection measures is assessed by how well they predict performance
Performance measurement defines what is meant by performance
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17. Measuring Performance (continued)
Choose a measure or set of measures that best captures the essence of that complex job-related performance
Performance measurement plays an important role in developing strategies for effective recruitment and selection
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18. Effective Performance Measures
Relevancy: requires that a criterion must not only be relevant, but also not be deficient or contaminated
Criterion relevance: the degree to which a criterion captures behaviours or competencies that constitute job performance
A criterion must be a valid measure of the performance dimension in question.
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19. Effective Performance Measures (continued)
Criterion contamination: the degree to which the criterion measure is influenced by, or measures, behaviours or competencies that are not part of job performance
Reliability: involves agreement between different evaluations, at different periods of time, and with different measures
Reliability: the degree to which observed scores are free from random measurement errors (i.e., the dependability or stability of the measure).
Criterion or performance measurements are subject to the same errors as any other kind of measurement.
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20. Table 5.3 (p. 184) shows how, as a criterion measure, a supervisor’s rating may be contaminated in that is measuring things other than the sales associate’s performance. These three aspects of criterion measurement are measured.
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21. Effective Performance Measures
Practicality: the degree to which a criterion measure is available, plausible, and acceptable to organizational decision makers
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22. Objective Performance Measures
Objective performance measures: production, sales, and personnel data used in assessing individual job performance
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23. Recruitment and Selection Today 5.1
Examples of Objective Measures of Job Performance
Production of Sales Measures
Quantity
Quality
Trainability
Recruitment and Selection Today 5.1 (p. 190) lists some of the more common examples of objective performance measures.
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24. Recruitment and Selection Today 5.1(continued)
Personnel data
Absenteeism
Tenure
Rate of advancement
Accidents
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25. Class Activity
What are your views on performance appraisal? Do you believe that individual performance feedback has an impact on improving team or organizational performance?
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26. Subjective Performance Appraisal: Rating Systems
Ratings or rankings: made by supervisors, peers, or others that are used in assessing individual job performance
Relative rating system: a subjective measurement system that compares the overall performance of one employee to that of others to establish a rank order of employee performance
Rank order: the rater arranges the employees in order of their perceived overall performance level.
Paired comparisons: the rater compares the overall performance of each worker with that of every other worker who must be evaluated.
Forced distribution: system sets up a limited number of categories that are tied to performance standards.
Relative percentile method: overcomes one of the major short-comings of other comparative rating systems by allow raters to compare individuals on job performance dimensions that have been derived through job analytic procedures.
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27. Absolute Rating Systems
Absolute rating system: compares the performance of one worker with an absolute standard of performance; can be used to assess performance on one dimension or to provide an overall assessment
Graphic rating scales: can be produced to assess an employee on any job dimension.
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28. Figure 5.3 (p. 193)
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29. Behaviourally Anchored Rating Scales (BARS)
Behaviourally anchored rating scales (BARS): use empirically derived critical incident job behaviours to anchor the values placed on a rating scale
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30. Figure 5.4 (p. 194) shows a behaviourally anchored rating scale developed for the competency of communication.
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31. Behavioural Anchors Used to Assess Communication Competency (continued)
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32. Behavioural Anchors Used to Assess Communication Competency (continued)
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33. Behaviour Observation Scales (BOS)
Behaviour observation scales (BOS): very similar to BARS in that the starting point is an analysis of critical job incidents by those knowledgeable about the job to establish performance dimensions
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34. Table 5.4 (p. 195) is an example of a behavioural observation scale used in evaluating the performance of a security dispatcher.
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35. Behavioural Observation Scale Used to Evaluate a Security Dispatcher (continued)
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36. Summary
Job performance plays an important role in recruitment and selection
Job performance is linked to an organization’s mission, values, and goals
The performance model developed by Campbell is commonly used
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37. Summary (continued)
The usefulness of any selection system is determined by how well it predicts job performance as measured by job-related criteria
Different factors affect criteria and the pros and cons of combining different criterion measures to form composites
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38. Discussion Questions
Why is it important to understand performance as part of the recruitment and selection process?
In this chapter we discuss task performance, contextual performance, and counterproductive behaviour. Discuss the role that each of these plays in developing a recruitment and selection system.
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39. Discussion Questions (continued)
If you were limited in selecting employees on the basis of only one of the three types of performance discussed in this chapter, which one would you choose? Why?
Discuss Campbell’s performance taxonomy. Can you think of a job that does not fit that model?
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40. Discussion Questions
Compare Campbell’s model to the eight great competencies presented in Chapter 4. What are the differences/similarities?
Discuss the distinction among criterion relevance, criterion contamination, and criterion deficiency.
What are the characteristics of a good criterion measure?
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