Copyright © 1999 Harcourt Brace & Company Canada, Ltd. Chapter 7 Selection Falkenberg, Stone, and Meltz Human Resource Management in Canada Fourth Edition

7.1 Chapter Overview n n Selection: Definition and process n n Relation to other HRM functions n n The role of selection in organizational effectiveness n n Validating predictors n n Selection instruments and procedures n n Selection of managerial talent n n The utility of selection

7.2 Choice of Exchange Information Methods Choice of method to facilitate the exchange of information depends on: 1. Type of information required (education, abilities, attitudes) 2. Type of positions being staffed (core, temporary, professional, unskilled) 3. Expected number of applicants (5 versus 100) 4. Available organizational resources (time, expertise, organizational priorities)

7.3 Types of Information Used in the Selection Decisions 1. Assessing applicants education, work experience, and relevant background history 2. Evaluating candidates KSAOs 3. Assessing candidates medical condition for required work demands

7.4 Selection: Relation to Other HRM Functions n n Recruiting n n Human resource planning n n Job analysis n n Performance appraisal n n Orientation n n Training and development

7.5 The Role of Selection in Organizational Effectiveness n n Improving productivity n n Reducing the costs of errors in selection n n Validating predictors

7.6 Outcomes of the Selection Decision Predictor Failure Success Criterion Measures of Job Performance Failure Success False negative error True positive (high hit) True negative (low hit) False positive error

7.7 Use of Correlation Coefficients Correlation coefficients can be used for two different purposes in the validation process: 1. As a validity coefficient, which is used to describe the relationship between the predictor and the criterion. 2. As a reliability coefficient, which describes the consistency or reliability of the predictor over time.

7.8 Major Types of Validation n n Criterion-related validity n n Construct validity n n Content validity n n Criterion-related validity n n Construct validity n n Content validity

7.9 Establishing Criterion-Related Validity Criterion-related validity is established by the following steps: 1. Performing job analysis 2. Selecting potentially useful predictors 3. Administering predictors 4. Examining the statistical relationships between predictors and criterion measures 5. Cross-validating using a different sample

7.10 Criterion-Related Validity for Predictors for Clerk/Word Processing Operator Criterion-Related Validity Major job activities Job sample tests Performance measures Number of letters and forms processed per day Number of letters and forms correctly filed per day Processing letters Processing forms Filing letters Filing forms Keyboard test Filing test Predictor: Criterion :

7.11 Construct Validity for Predictors for Clerk/Word Processing Operator Number of letters and forms processed per day Number of letters and forms correctly filed per day Job specifications Predictor Criterion (required abilities and Ability/aptitude Performance aptitudes: constructs) measures measures Finger dexterity Reading comprehension Clerical ability test Reading comprehension test Finger dexterity test Construct Validity

7.12 Content Validity for Predictors for Clerk/Word Processing Operator Processing letters Processing forms Filing letters Filing forms Processing letters Processing forms Filing letters Filing forms Filing test Keyboard test Major job activities Job sample tests Major job activities Predictor: Criterion : Content Validity

7.13 Types of Interviews in the Sequential Selection Process n n Initial or information-sharing interview n n Employment interview n n Final interview with the person who will be the immediate supervisor

7.14 Types of Interview Formats n Unstructured or non-directive questions are unplanned and asked according to the particular dynamics of an interview. n Structured or directive interviewers ask a standard set of questions, generally in a prescribed order. n Semi-structured standard questions are asked and interviewers are free to probe for additional information.

7.15 Guidelines for Evaluating Résumés n n Review continuity of dates, looking for gaps n n Review work experience, did the individual job- hop n n Look for whether specific information is provided about various positions held n n Note the skill and logic in organizing information on the résumé n n Do not read into the résumé more than there is n n Embellishments are most common in compensation, tenure, reasons for leaving, age

7.16 Common Rating Errors n n Central tendency n n Leniency/Strictness n n Halo n n Contrast n n Stereotyping

7.17 Types of Tests n n Ability tests n n Work samples and job simulations n n Personality tests n n Integrity/Honesty tests

7.18 Big Five Factors n n Extroversion n n Emotional stability n n Agreeableness n n Conscientiousness n n Openness

7.19 Maximizing Validity of Letters of Recommendation n n The nature and degree of relationship between the candidate and the rater are known n n The rater is provided with a description of the job for which the candidate is being considered n n The letter provides specific examples of the applicants performance n n Information regarding groups or individuals to which the applicant is compared is provided

7.20 Selecting Managers: The Four- Dimensional Model n Functions, such as administration, persuasive communication, and influence and control n Roles, including innovator, evaluator, and director n Targets, including peers, subordinates, and external parties n Style, such as objectivity, risk taking, and energy level