1. Human Resource Selection, 8e
Gatewood
Human Resource Selection, 8e
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2. Simulation Tests Chapter 13
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3. Simulation Tests
Selection devices that assess applicants by testing situations that resemble actual parts of the job being considered are known as simulation tests, or performance tests
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4. Consistency of Behavior
Wernimont & Campbell:
Selection devices are most accurate when behavioral consistency is the major characteristic of the selection program
Two types:
Signs (secondary indicators of a person’s behavior in job activities)
Samples (selection tests that gather information about behaviors consistent with the job behaviors being predicted)
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5. Consistency of Behavior (2)
Signs:
Examples: application forms asking for degrees, former job titles, work experience; some unstructured interview questions
Samples: two kinds:
Instruments that gather information about specific, important job behaviors
Simulation exercises that require applicant to complete a set of actions that replicate job behaviors
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6. Consistency of Behavior Limitations of Simulations
Difficult to construct simulation tests that are representative of job activities
Simulations are developed assuming that applicants already have the knowledge, ability and skills necessary; if not, must train applicant; test longer, more difficult
Simulations are much more expensive tan other selection devices
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7. Consistency of Behavior Limitations of Simulations (2)
Types of Simulation Tests
Described by content:
Motor (behavioral; requires the physical manipulation of things or equipment or physical movement of applicant
Verbal (describes primarily language- or people-oriented exercises like simulating an interrogation, editing a manuscript for grammatical errors, etc.
Described by fidelity:
The degree to which the simulation matches or replicates the demands and activities of the job
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8. Work Samples Perhaps the earliest form of simulations
Ex: tests of typing and editing a business letter;
Automobile repair; carpenters, masons
Work sample simulations are high-fidelity simulations
Table 13.1 presents examples of various work-sample tests and jobs
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9. Table 13.1 – Examples of Work-Sample Tests Used in selection
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10. Table 13.2 – Steps in the Development of Work-Sample Tests
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11. Work Samples The Development of Work-Sample Tests
Step 1: Perform Job Analysis
Step 2: Identify Important Job Tasks to be Tested
Step 3: Develop Testing Procedures
Select Tasks
Specify Testing Procedures
Establish Independent Test Sections
Eliminate Contaminating Factors
Select the Number of Test Problems
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12. Work Samples The Development of Work-Sample Tests (2)
Step 4: Develop Scoring Procedures
Standards
Rules for Scoring
Step 5: Train Judges
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13. Table 13.3 – Criteria Used in Scoring Motor Work-Sample Tests
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14. Work Samples The Validity of Work-Sample Tests
Studies that examine validity have been consistently positive
Authors also found only a small difference in validity between objective and subjective criteria measures
Work-sample tests show much smaller differences between black and white applicants
Other Results of Work-Sample Tests
No complaints of inappropriateness of test
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15. Assessment Centers
When simulation tests are used for selection of managers, professionals and executives, they are referred to as assessment centers (ACs)
An AC is a procedure for measuring WRCs in groups of individuals (6-12) using a series of devices; many are verbal simulation tests
Used for both selection and career development
Fidelity of ACs can vary from high to fairly low
Some use traditional tests
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16. Assessment Centers The Beginning of Assessment Centers
The Management Progress Study of AT&T
Studied career development of men hired for managerial positions
Sought to identify the WRCs thought to be related to successful career progress of managers; but how to measure?
3 ½ day assessment center devised
Measured personal characteristic of groups of 12 managers at a time
Data obtained from these measures related to subsequent advancement
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17. Assessment Centers What is Measured and How
Dimensions
Begins with a job analysis to identify clusters of job activities important to the job
Each cluster specific, observable, comprising job tasks that are related in some way (dimensions)
These measured by the AC devices
Table 13.4 provides brief definitions of nine dimensions commonly used in ACs
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18. Table 13.4 –Behavioral Dimensions Frequently Measured in ACs
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19. Assessment Centers What is Measured and How (2)
Traditional Assessment Devices
AT&T ACs often used various traditional tests and interviews, including mental ability, projective personality, and paper-and-pencil personality tests
Expensive to score; rarely used now
But ACs commonly use an in-depth interview (the background interview)
Interview structured, focused on previous job behaviors; formal scoring system; effective
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20. Assessment Centers What is Measured and How (3)
Simulation Tests
In-basket – a paper-and-pencil test designed to replicate administrative tasks for job; see Table for examples
Leaderless Group Discussion (LGD) – designed to represent managerial activities requiring interaction of small groups of individuals to solve a problem successfully; no leader for the group is named
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21. Table 13.5 –Examples of In-Basket Memos
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22. Table 13.6 –Example of Leaderless Group Discussion Problem
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23. Assessment Centers What is Measured and How (3)
Simulation Tests (cont.)
Case Analysis – each participant is given a long description of an organizational problem that changes according to job being considered; case frequently describes events in a firm, gives relevant financial data, marketing strategy, organizational structure; participant asked to solve dilemma with specific recommendations, presenting supporting data and detailing any changes in company strategy
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24. Assessment Centers The Training of Assessors
Assessors (staff members with responsibility of observing and evaluating behaviors of participants) must have necessary training
Must measure behaviors
Each must be measured by more than one exercise
Each exercise usually measures multiple dimensions
Assessor records behavior of participant in exercise and rates the participant on each behavioral dimension (post-exercise dimension ratings (PEDRs)
Assessors are usually managers in the organization
They discuss, then combine scores
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25. Assessment Centers The Training of Assessors (2)
Understanding the Behavioral Dimensions
Assessors must be trained in understanding behavioral dimensions
Example:
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26. Table 13.7 –Types of Abilities to be Developed in Training Assessors
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27. Assessment Centers The Training of Assessors (3)
Observing the Behavior of Participants
Initial reaction of assessor is to immediately make judgment, but must instead focus on recording behavior
Categorizing Participant Behavior
Assessor must record behavior of participant under the proper dimension
Determining the Rating of Participant Behavior
Assessors must use consistent rating scales
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28. Assessment Centers The Training of Assessors (4)
Determining Dimension and Overall Evaluation Ratings
Assessor combines the data on the same dimension across exercises
Uses PEDRs to develop DRs
Last step: DRs used to form the OAR of the participant’s ability
Most critical dimensions weighted more heavily
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29. Assessment Centers The Validity of Assessment Centers
Phase 1: We Love Assessment Centers!
ACs’ ratings predictive of movement into middle-level management
Also reduced racial and gender differences
Some evidence ACs could produce adverse impact
For 25 years after development of ACs at AT&T, selection specialists loved them
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30. Assessment Centers The Validity of Assessment Centers (2)
Phase 2: This is Not Working, and It’s Your Fault, Not Mine!
1981, research study focused on failure of ACs to show correlations among dimension ratings
If same dimension tested on 3 exercises, correlation between ratings for each should be high (convergent validity); but it wasn’t
Many possible reasons
Correlations among measures of what are thought to be separate dimensions are not error but an accurate measure of how well the participant is performing
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31. Assessment Centers The Validity of Assessment Centers (3)
Phase 3: Well I Might Have Made A Mistake And We May Be Okay After All
This phase began early 2000s
Major theme is that the measurement model was incorrect. PEDRs are not the appropriate measure; focus should be on the DRs. AC OAR scores were found to be correlated consistently with various measures of work performance
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32. Situational Judgment Tests
Situational Judgment Tests (SJTs) are verbal simulations, regarded as low-fidelity because they are almost exclusively descriptions of work situations rather than actual replications
Ask the respondent to choose among multiple- choice alternatives
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33. Table 13.8 –Examples…SJT for Entry-Level Management in Financial Firms
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