2. Selection 10 Matakuliah: J0124 – Manajemen Sumber Daya Manusia Tahun : 2010

3. Learning Outcomes After studying this chapter, the students should be able to : Explain the objectives of the personnel selection process Identify the various sources of information used for personnel selection Identify the different types of employment tools Bina Nusantara University 3

4. 4 Significance of Selection Selection is the process of choosing from a group of applicants the individual best suited for a particular position and the orgz. Properly matching people with jobs and the organization is the goal of the selection process A bad hire can affect the morale of the entire staf and it can be costly

5. Environmental Factors Affecting the Selection Process Other HR functions Legal considerations Speed of Decision Making Organizational hierarchy Applicant pool Type of Organization Probationary Period Bina Nusantara University5

6. Matching People and Jobs SelectionSelection  The process of choosing individuals who have relevant qualifications to fill existing or projected job openings. Selection ConsiderationsSelection Considerations  Person-job fit: job analysis identifies required individual competencies (KSAOs) for job success.  Person-organization fit: the degree to which individuals are matched to the culture and values of the organization. © 2010 South-Western, a part of Cengage Learning. All rights reserved

7. The Goal of Selection: Maximize “Hits” © 2010 South-Western, a part of Cengage Learning. All rights reserved

8. Steps in the Selection Process Note: Steps may vary. An applicant may be rejected after any step in the process. © 2010 South-Western, a part of Cengage Learning. All rights reserved

9. The Selection Process Obtaining Reliable and Valid InformationObtaining Reliable and Valid Information  Reliability  The degree to which interviews, tests, and other selection procedures yield comparable data over time and alternative measures.  Validity  Degree to which a test or selection procedure measures a person’s attributes. © 2010 South-Western, a part of Cengage Learning. All rights reserved

10. Reliability as Stability over Time HIGH RELIABILITY TESTRETEST APPLICANTSCORESCORE Smith9093 Perez6562 Riley110105 Chan8078 VERY LOW RELIABILITYTESTRETEST APPLICANTSCORE SCORE Smith9072 Perez6588 Riley11067 Chan80111 © 2010 South-Western, a part of Cengage Learning. All rights reserved

11. Reliability as Consistency (Interrater Reliability) HIGH RELIABILITY APPLICANTRater #1Rater #2Rater #3 Smith988 Perez565 Riley455 Chan888 VERY LOW RELIABILITY APPLICANTRater #1Rater #2Rater #3 Smith956 Perez594 Riley427 Chan842 © 2010 South-Western, a part of Cengage Learning. All rights reserved

12. Approaches to Validation Criterion-related ValidityCriterion-related Validity  The extent to which a selection tool predicts, or significantly correlates with, important elements of work behavior.  A high score indicates high job performance potential; a low score is predictive of low job performance. Concurrent ValidityConcurrent Validity  The extent to which test scores (or other predictor information) match criterion data obtained at about the same time from current employees.  High or low test scores for employees match their respective job performance. © 2010 South-Western, a part of Cengage Learning. All rights reserved

13. Approaches to Validation (cont’d) Content validityContent validity  The extent to which a selection instrument, such as a test, adequately samples the knowledge and skills needed to perform a particular job.  Example: typing tests, driver’s license examinations Construct validityConstruct validity  The extent to which a selection tool measures a theoretical construct or trait.  Are difficult to validate  Example: creative arts tests, honesty tests © 2010 South-Western, a part of Cengage Learning. All rights reserved

14. Sources of Information about Job Candidates Application FormsApplication Forms Online ApplicationsOnline Applications Biographical Information Blanks (BIB)Biographical Information Blanks (BIB) Background InvestigationsBackground Investigations Polygraph TestsPolygraph Tests Integrity and Honesty TestsIntegrity and Honesty Tests GraphologyGraphology Medical ExaminationsMedical Examinations Employment TestsEmployment Tests InterviewsInterviews © 2010 South-Western, a part of Cengage Learning. All rights reserved

15. Application Forms Application dateApplication date Educational backgroundEducational background ExperienceExperience Arrests and criminal convictionsArrests and criminal convictions National originNational origin ReferencesReferences DisabilitiesDisabilities EEO and at-will statementsEEO and at-will statements Weighted application blank (WAB) The WAB involves the use of a common standardized employment application that is designed to distinguish between successful and unsuccessful employees. © 2010 South-Western, a part of Cengage Learning. All rights reserved

16. Online Applications An Internet-based automated posting, application, and tracking process helps firms to more quickly fill positions by:An Internet-based automated posting, application, and tracking process helps firms to more quickly fill positions by:  Attracting a broader and more diverse applicant pool  Collecting and mining resumes with keyword searches to identify qualified candidates  Conducting screening tests online  Reducing recruiting costs significantly © 2010 South-Western, a part of Cengage Learning. All rights reserved

17. Background Checks Negligent hiringNegligent hiring  The failure of an organization to discover, via due diligence, that an employee it hired had the propensity to do harm to others Sources of InformationSources of Information  Social Security verification  Past employment  Educational verification  Criminal records  Motor vehicle records  Credit check  Military records © 2010 South-Western, a part of Cengage Learning. All rights reserved

18. 1 Sample Reference-Checking Questions Just the Facts What were the candidate’s dates of employment? What was the candidate’s title? What were the candidate’s general responsibilities? What is your relationship to the candidate (peer, subordinate, superior)? How long have you known the candidate? On the Job How would you describe the overall quality of the candidate’s work? Can you give me some examples? (For superiors) What areas of performance did you have to work on? What would you say are the candidate’s strengths? What would you say are the candidate’s weaknesses? How would you compare the candidate’s work to the work of others who performed the same job? What kind of environment did the candidate work in? How much of a contribution do you think the candidate made to your company or department? How would you describe the candidate’s ability to communicate? © 2010 South-Western, a part of Cengage Learning. All rights reserved

19. 1 Sample Reference-Checking Questions (cont’d) On the Job (cont’d) How does the candidate handle pressure/deadlines? How well does the candidate get along with coworkers? How well does the candidate get along with managers? How well does the candidate supervise others? Can you give me your impressions of his or her management style? Describe the candidate’s success in motivating subordinates. How does the candidate handle conflict situations? Based on the candidate’s performance with your company, do you think he or she would be good in the type of position we’re considering him or her for? What motivates the candidate? How ambitious is he or she? The Bottom Line Why did the candidate leave your company? Would you rehire this person? Would you recommend this candidate for this type of position? What type of work is the candidate ideally suited for? Were there any serious problems with the candidate that we need to be aware of before making a hiring decision? Do you have any additional information to share with us about this candidate © 2010 South-Western, a part of Cengage Learning. All rights reserved

20. FIGURE 6.5 Integrity Test Question Examples TO TEST TENDENCY TODESCRIPTION ProtectContains items that require individuals to indicate whether they would protect friends or co-workers who had engaged in counterproductive behaviors. Example: I would turn in a fellow worker I saw stealing money. Be lenientContains items in which test takers indicate whether they would be lenient with respect to the wrongdoings of others. Example: An employee should be fired if the employer finds out the employee lied on the application bank. Admit thoughtIncludes items that require test takers to indicate the degree to which they would engage in counterproductive thoughts or behaviors. Example: I’ve thought about taking money from an employer without actually doing it. Admit behaviorContains items in which individuals admit to directly participating in actual counterproductive behaviors. Example: Over the last three years, what’s the total amount of money you’ve taken without permission from your employer? Consider common Includes items that require the individual to indicate whether there are excuses or justifications for stealing or performing other questionable behaviors. Example: Most people I’ve worked with have stolen something at one time or another. ExcuseContains items in which individuals indicate whether there are excluses or justifications for stealing or performing other questionable behaviors. Example: Someone who steals because his family is in need should not be treated the same as a common thief. LieContains items that measure the extent to which the test taker is responding in a socially desirable manner. Example: Never in my whole life have I wished for anything I was not entitled to. © 2010 South-Western, a part of Cengage Learning. All rights reserved

21. Background Investigations (cont’d) GraphologyGraphology  The use of a sample of an applicant’s handwriting to make an employment decision. Medical ExaminationsMedical 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.  Testing for illegal drugs is allowed. © 2010 South-Western, a part of Cengage Learning. All rights reserved

22. Employment Tests Employment TestEmployment 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.  Pre-employment testing has the potential for lawsuits. © 2010 South-Western, a part of Cengage Learning. All rights reserved

23. Classification of Employment Tests Cognitive Ability TestsCognitive 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. Personality and Interest InventoriesPersonality and Interest Inventories  “Big Five” personality factors:  Extroversion, agreeableness, conscientiousness, neuroticism, openness to experience. © 2010 South-Western, a part of Cengage Learning. All rights reserved

24. Is That Your Final Answer? Answers: 1. a, 2. c, 3. d, 4. d, 5. c, 6. c, 7. b © 2010 South-Western, a part of Cengage Learning. All rights reserved

25. CPI Personality Facts and Sample Items Agreeableness Consideration—I like to do little things for people to make them feel good. Empathy—I take other people’s circumstances and feelings into consideration before making a decision. Interdependence—I tend to put group goals first and individual goals second. Openness—I do not have to share a person’s values to work well with that person. Thought agility—I think it is vital to consider other perspectives before coming to conclusions. 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. Dutifulness—I conduct my business according to a strict set of ethical principles. Responsibility—I can be relied on to do what is expected of me. Work focus—I prioritize my work effectively so the most important things get done first. Extroversion Adaptability—For me, change is exciting. Competitiveness—I like to win, even if the activity isn’t very important. Desire for achievement—I prefer to set challenging goals, rather than aim for goals I am more likely to reach. Desire for advancement—I would like to attain the highest position in an organization some day. Energy level—When most people are exhausted from work, I still have energy to keep going. Influence—People come to me for inspiration and direction. Initiative—I am always looking for opportunities to start new projects. Risk-taking—I am willing to take big risks when there is potential for big returns. Sociability—I find it easy to start up a conversation with strangers. Taking charge—I actively take control of situations at work if no one is in charge. © 2010 South-Western, a part of Cengage Learning. All rights reserved

26. Classification of Employment Tests (cont’d) Physical Ability TestsPhysical Ability Tests  Must be related to the essential functions of job. Job Knowledge TestsJob Knowledge Tests  An achievement test that measures a person’s level of understanding about a particular job. Work Sample TestsWork Sample Tests  Require the applicant to perform tasks that are actually a part of the work required on the job. © 2010 South-Western, a part of Cengage Learning. All rights reserved

27. The Employment Interview Why the interview is so popular:Why the interview is so popular:  It is especially practical when there are only a small number of applicants.  It serves other purposes, such as public relations  Interviewers maintain great faith and confidence in their judgments. © 2010 South-Western, a part of Cengage Learning. All rights reserved

28. Interviewing Methods Nondirective InterviewNondirective Interview  The applicant determines the course of the discussion, while the interviewer refrains from influencing the applicant’s remarks. Structured InterviewStructured Interview  An interview in which a set of standardized questions having an established set of answers is used. © 2010 South-Western, a part of Cengage Learning. All rights reserved

29. Interviewing Methods (cont’d) Situational InterviewSituational Interview  An interview in which an applicant is given a hypothetical incident and asked how he or she would respond to it. Behavioral Description Interview (BDI)Behavioral Description Interview (BDI)  An interview in which an applicant is asked questions about what he or she actually did in a given situation. Panel InterviewPanel Interview  An interview in which a board of interviewers questions and observes a single candidate. © 2010 South-Western, a part of Cengage Learning. All rights reserved

30. 3 Sample Situational Interview Question QUESTION: 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? RECORD ANSWER: SCORING GUIDE: Good:“I would go in to work and make certain that everything is OK. Then I would go on vacation.” Good:“There are no problems that only I can handle. I would make certain that someone qualified was there to handle things.” Fair:“I would try to find someone else to deal with the problem.” Fair:“I would go on vacation.” © 2010 South-Western, a part of Cengage Learning. All rights reserved

31. Ground Rules for Employment Interviews Establish an interview planEstablish an interview plan Establish and maintain rapportEstablish and maintain rapport Be an active listenerBe an active listener Pay attention to nonverbal cuesPay attention to nonverbal cues Provide information freelyProvide information freely Use questions effectivelyUse questions effectively Separate facts from inferencesSeparate facts from inferences Recognize biases and stereotypesRecognize biases and stereotypes Control the course of the interviewControl the course of the interview Standardize the questions askedStandardize the questions asked © 2010 South-Western, a part of Cengage Learning. All rights reserved

32. 5 Appropriate and Inappropriate Interview Questions APPROPRIATE QUESTIONSINAPPROPRIATE QUESTIONS National origin What is your name?What is the origin of your name? Have you ever worked under a What is your ancestry? different name? Do you speak any foreign languages that may be pertinent to this job? AgeAre you over 18?How old are you? If hired, can you prove your age?What is your date of birth? Gender(Say nothing unless it involves a Are you a man or a woman? bona fide occupational qualification.) Race(Say nothing.)What is your race? Disabilities Do you have any disabilities that Do you have any physical defects? may inhibit your job performance?When was your last physical? Are you willing to take a physical What color are your eyes, hair, etc.? exam if the job requires it? Height and(Not appropriate unless it is a bonaHow tall are you? weight fide occupational qualification.)How much do you weigh? Residence What is your address?What are the names/relationships How long have you lived there? of those with whom you live? © 2010 South-Western, a part of Cengage Learning. All rights reserved

33. 5 Appropriate and Inappropriate Interview Questions (cont’d) APPROPRIATE QUESTIONSINAPPROPRIATE QUESTIONS Religion(You may inform a person of the Do you have any religious affiliation? required work schedule.) Military recordDid you have any military What type of discharge did you education/experience pertinentreceive? to this job? Education andWhere did you go to school?Is that a church-affiliated school? experienceWhat is your prior work experience?When did you graduate? Why did you leave? What are your hobbies? What is your salary history? Criminal recordHave you ever been convictedHave you ever been arrested? of a crime? CitizenshipDo you have a legal right to workAre you a U.S. citizen? in the United States? Marital/familyWhat is the name, address, andAre you married, divorced, single? status telephone number of a personDo you prefer Miss, Mrs., or Ms.? we may contact in case of anDo you have any children? How old emergency?are they? © 2010 South-Western, a part of Cengage Learning. All rights reserved

34. FIGURE 6.10 “Can-Do” and “Will-Do” Factors in Selection Decisions © 2010 South-Western, a part of Cengage Learning. All rights reserved

35. Selection Process (cont’d) Final DecisionFinal Decision  Selection of applicant by departmental or immediate supervisor to fill vacancy.  Notification of selection and job offer by the human resources department. © 2010 South-Western, a part of Cengage Learning. All rights reserved

36. Potential Interviewing Problems Inappropriate questions Premature judgments Interviewer domination Permitting non-job related information Contrast effect Lack of training Nonverbal communication Bina Nusantara University36

37. Metrics for Evaluating Recruitment/Selection Effectiveness Turnover rate Recruiting cost Selection rate Acceptance rate Yield rate Time required to hire Bina Nusantara University 37