Dessler_HRM12e_PPT_06.e.ppt Employee testing and selection
- 1. PowerPoint Presentation by Charlie Cook The University of West Alabama Chapter 6 Employee Testing and Selection Part Two | Recruitment and Placement Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall
- 2. Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 6–2 WHERE WE ARE NOW…
- 3. Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 6–3 Why Careful Selection is Important Why Careful Selection is Important Organizational performance Costs of recruiting and hiring The Importance of Selecting the Right Employees Legal obligations and liability
- 4. Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 6–4 Basic Testing Concepts Basic Testing Concepts • Reliability Reliability Describes the consistency of scores obtained by the same Describes the consistency of scores obtained by the same person when retested with the identical or alternate forms of the person when retested with the identical or alternate forms of the same test. same test. Are test results stable over time? Are test results stable over time? • Validity Validity Indicates whether a test is measuring what it is supposed to be Indicates whether a test is measuring what it is supposed to be measuring. measuring. Does the test actually measure what it is intended to measure? Does the test actually measure what it is intended to measure?
- 5. Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 6–5 Types of Validity Types of Validity Criterion validity Content validity Types of Test Validity
- 6. Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 6–6 Evidence-Based HR: How to Validate a Test Evidence-Based HR: How to Validate a Test 1 Relate Your Test Scores and Criteria: scores versus actual performance Choose the Tests: test battery or single test Steps in Test Validation Analyze the Job: predictors and criteria Administer the Test: concurrent or predictive validation 2 3 4 Cross-Validate and Revalidate: repeat Steps 3 and 4 with a different sample 5
- 7. Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 6–7 FIGURE 6–3 Expectancy Chart Note: This expectancy chart shows the relation between scores made on the Minnesota Paper Form Board and rated success of junior draftspersons. Example: Those who score between 37 and 44 have a 55% chance of being rated above average and those scoring between 57 and 64 have a 97% chance.
- 8. Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 6–8 Test Takers’ Individual Rights Test Takers’ Individual Rights and Test Security and Test Security • Under the APA’s standard for educational and Under the APA’s standard for educational and psychological tests, test takers have the following psychological tests, test takers have the following rights: rights: The right to the confidentiality of test results. The right to the confidentiality of test results. The right to informed consent regarding use of these results. The right to informed consent regarding use of these results. The right to expect that only people qualified to interpret the The right to expect that only people qualified to interpret the scores will have access to them, or that sufficient information scores will have access to them, or that sufficient information will accompany the scores to ensure their appropriate will accompany the scores to ensure their appropriate interpretation. interpretation. The right to expect the test is fair to all. For example, no one The right to expect the test is fair to all. For example, no one taking it should have prior access to the questions or taking it should have prior access to the questions or answers. answers.
- 9. Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 6–9 How Do Employers Use Tests at Work? How Do Employers Use Tests at Work? • Major Types of Tests Major Types of Tests Basic skills tests Basic skills tests Job skills tests Job skills tests Psychological tests Psychological tests • Why Use Testing? Why Use Testing? Increased work demands = more testing Increased work demands = more testing Screen out bad or dishonest employees Screen out bad or dishonest employees Reduce turnover by personality profiling Reduce turnover by personality profiling
- 10. Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 6–10 Computerized and Online Testing Computerized and Online Testing • Online tests Online tests Telephone prescreening Telephone prescreening Offline computer tests Offline computer tests Virtual “inbox” tests Virtual “inbox” tests Online problem-solving tests Online problem-solving tests
- 11. Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 6–11 Types of Tests Types of Tests Cognitive abilities Motor and physical abilities Personality and interests What Different Tests Measure Current achievement
- 12. Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 6–12 FIGURE 6–5 Type of Question Applicant Might Expect on a Test of Mechanical Comprehension
- 13. Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 6–13 The “Big Five” The “Big Five” Extraversion Emotional stability/ Neuroticism Agreeableness Openness to experience Conscientiousness
- 14. Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 6–14 Work Samples and Simulations Work Samples and Simulations Work samples Management assessment centers Video-based situational testing Measuring Work Performance Directly Miniature job training and evaluation
- 15. Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 6–15 Background Investigations and Background Investigations and Other Selection Methods Other Selection Methods • Investigations and Checks Investigations and Checks Reference checks Reference checks Background employment checks Background employment checks Criminal records Criminal records Driving records Driving records Credit checks Credit checks • Why? Why? To verify factual information provided by applicants To verify factual information provided by applicants To uncover damaging information To uncover damaging information
- 16. Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 6–16 Background Investigations and Background Investigations and Reference Checks Reference Checks Former Employers Current Supervisors Written References Social Networking Sites Commercial Credit Rating Companies Sources of Information
- 17. Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 6–17 Making Background Checks More Useful Making Background Checks More Useful 1. 1. Include on the application form a statement for Include on the application form a statement for applicants to sign explicitly authorizing a background applicants to sign explicitly authorizing a background check. check. 2. 2. Use telephone references if possible. Use telephone references if possible. 3. 3. Be persistent in obtaining information. Be persistent in obtaining information. 4. 4. Compare the submitted r Compare the submitted ré ésum sumé é to the application. to the application. 5. 5. Ask open-ended questions to elicit more information Ask open-ended questions to elicit more information from references. from references. 6. 6. Use references provided by the candidate as a source Use references provided by the candidate as a source for other references. for other references.
- 18. Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 6–18 The Polygraph and Honesty Testing The Polygraph and Honesty Testing • Employee Polygraph Protection Act of 1988 Employee Polygraph Protection Act of 1988 Generally prohibits polygraph examinations by all private Generally prohibits polygraph examinations by all private employers unless: employers unless: The employer has suffered an economic loss or injury. The employer has suffered an economic loss or injury. The employee in question had access to the property. The employee in question had access to the property. There is a reasonable prior suspicion. There is a reasonable prior suspicion. The employee is told the details of the investigation, as well The employee is told the details of the investigation, as well as questions to be asked on the polygraph test itself. as questions to be asked on the polygraph test itself. Private business exceptions: Private business exceptions: Private security employees Private security employees Employees with access to drugs Employees with access to drugs Ongoing economic loss or injury investigations Ongoing economic loss or injury investigations
- 19. Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 6–19 FIGURE 6–9 “The Uptight Personality”
- 20. Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 6–20 Physical Examinations Physical Examinations • Reasons for preemployment medical examinations: Reasons for preemployment medical examinations: To verify that the applicant meets the physical requirements of To verify that the applicant meets the physical requirements of the position. the position. To discover any medical limitations to be taken into account in To discover any medical limitations to be taken into account in placing the applicant. placing the applicant. To establish a record and baseline of the applicant’s health for To establish a record and baseline of the applicant’s health for future insurance or compensation claims. future insurance or compensation claims. To reduce absenteeism and accidents. To reduce absenteeism and accidents. To detect communicable diseases that may be unknown to the To detect communicable diseases that may be unknown to the applicant. applicant.
- 21. Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 6–21 Substance Abuse Screening Substance Abuse Screening • Types of Screening Types of Screening Before formal hiring Before formal hiring After a work accident After a work accident Presence of obvious behavioral symptoms Presence of obvious behavioral symptoms Random or periodic basis Random or periodic basis Transfer or promotion to new position Transfer or promotion to new position • Types of Tests Types of Tests Urinalysis Urinalysis Hair follicle testing Hair follicle testing
- 22. Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 6–22 Improving Productivity Through HRIS: Improving Productivity Through HRIS: Using Automated Applicant Tracking Using Automated Applicant Tracking and Screening Systems (ATS) and Screening Systems (ATS) “Knock out” applicants who do not meet job requirements Allows employers to extensively test and screen applicants online Benefits of Applicant Tracking Systems Can match “hidden talents” of applicants to available openings
- 23. Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall 6–23 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. Printed in the United States of America.
Editor's Notes
- #2: The purpose of Chapter 6 is to explain how to use various tools to select the best candidates for the job. The main topics covered include the selection process, basic testing techniques, background and reference checks, ethical and legal questions in testing, types of tests, and work samples and simulations.
- #3: Once you review your applicants’ résumés, the next step is selecting the best candidates for the job. This usually means whittling down the applicant pool by using the screening tools we cover in this chapter. Nothing is more important than hiring the right employees. It is important for three main reasons: performance, costs, and legal obligations.
- #4: A test is, basically, a sample of a person’s behavior. Using a test (or any selection tool) assumes the tool is both reliable and valid. Few things illustrate evidence-based HR—the deliberate use of the best-available evidence in making decisions about the human resource management practices you are focusing on—as do checking for reliability and validity.
- #5: In employment testing, there are two main ways to demonstrate a test’s validity: criterion validity and content validity. Criterion validity means demonstrating that those who do well on the test also do well on the job, and that those who do poorly on the test do poorly on the job. In psychological measurement, a predictor is the measurement (in this case, the test score) that you are trying to relate to a criterion, such as performance on the job. Employers demonstrate the content validity of a test by showing that the test constitutes a fair sample of the job’s content. The basic procedure here is to identify job tasks that are critical to performance, and then randomly select a sample of those tasks to test.
- #6: Anyone using tests (or test results) should know something about validation. The validation process consists of the five steps listed in the slide.
- #7: If there is a correlation between test and job performance, you can develop an expectancy chart that presents the relationship between test scores and job performance graphically. The expectancy chart in Figure 6-3 shows the percentage of high job performers in each of five test score groups.
- #8: Test takers have rights to privacy and feedback under the American Psychological Association’s (APA) standard for educational and psychological tests; these guide psychologists but are not legally enforceable.
- #9: Firms test applicants for basic skills (defined as the ability to read instructions, write reports, and do arithmetic adequate to perform common workplace tasks). Many others require employees to take job skills tests and require some form of psychological measurement. Employers don’t use tests just to find good employees, but also to screen out bad ones.
- #10: Computerized and/or online testing is increasingly replacing conventional paper-and-pencil and manual tests. Many firms have applicants take online or offline computerized tests—sometimes by phone, using the touch-tone keypad, sometimes online—to prescreen applicants quickly prior to more in-depth interviews and background checks.
- #11: Cognitive tests include tests of general reasoning ability (intelligence) and tests of specific mental abilities like memory and inductive reasoning. Tests of motor and physical abilities measure motor abilities, such as finger dexterity, manual dexterity, and reaction time. Personality tests measure basic aspects of an applicant’s personality, such as introversion, stability, and motivation. Achievement tests measure what someone has learned. Most of the tests you take in school are achievement tests. They measure your “job knowledge” in areas like economics, marketing, or human resources.
- #12: The Test of Mechanical Comprehension in Figure 6-5 tests applicants’ understanding of basic mechanical principles.
- #13: Industrial psychologists often focus on the “big five” personality dimensions: extraversion, emotional stability/neuroticism, agreeableness, conscientiousness, and openness to experience.
- #14: With work samples, examinees are presented with situations representative of the job for which they’re applying, and are evaluated on their responses. Experts consider these (and simulations, like the assessment centers we also discuss in this section) to be tests. However, they differ from most test forms, because they measure job performance directly.
- #15: To avoid negligent hiring mistakes, employers must check the candidate’s background thoroughly.
- #16: Most employers check and verify the job applicant’s background information and references. Commonly verified data include legal eligibility for employment (in compliance with immigration laws), dates of prior employment, military service (including discharge status), education, identification (including date of birth and address to confirm identity), county criminal records (current residence, last residence), motor vehicle record, credit, licensing verification, Social Security number, and reference check.
- #17: To obtain better information on an applicant’s background, employers can follow these guidelines.
- #18: Employee Polygraph Protection Act of 1988. This law severely restricts the polygraph (or lie detector) and other mechanical or electrical devices that attempt to measure honesty or dishonesty for honesty testing. Federal laws don’t prohibit paper-and-pencil tests and chemical testing (as for drugs).
- #19: Graphology refers to the use of handwriting analysis to determine the writer’s basic personality traits. Graphology has some resemblance to projective personality tests, although graphology’s validity is highly suspect. According to a graphologist, the writing in Figure 6-9 exemplifies traits such as “independence” and “isolation.”
- #20: Once the employer extends the person a job offer, a medical exam is often the next step in the selection (although it may also occur after the new employee starts work). The Americans with Disabilities Act permits a medical exam during the period between the job offer and commencement of work if such exams are standard practice for all applicants for that job category.
- #21: Many employers conduct drug screenings to test candidates before hire, to test current employees after specific work incidents or on a random or periodic basis, while others require drug tests when they transfer or promote employees to new positions. Substance tests have become increasingly more accurate in detecting a broader spectrum of substances over longer periods of past use.
- #22: The applicant tracking systems do more than compile incoming Web-based résumés and track applicants during the hiring process. They should also help with the testing and screening.