PowerPoint Presentation by Charlie Cook

The University of West Alabama

PowerPoint Presentation by Charlie Cook
The University of West Alabama
Chapter 6
Employee Testing
and Selection
Chapter 6
Employee Testing
and Selection
Part Two | Recruitment and PIacement Part Two | Recruitment and PIacement
Copyright 2011 Pearson Education, nc.
publishing as Prentice Hall
Copyright 2011 Pearson Education, nc.
publishing as Prentice Hall
PowerPoint Presentation by Charlie Cook
The University of West Alabama
PowerPoint Presentation by Charlie Cook
The University of West Alabama
Chapter 6
Employee Testing
and Selection
Chapter 6
Employee Testing
and Selection
Part Two | Recruitment and PIacement Part Two | Recruitment and PIacement
Copyright 2011 Pearson Education, Inc. pubIishing as Prentice HaII 6-3
WHERE WE ARE NOW. WHERE WE ARE NOW.
Emp!nycc tcstIng and 5c!cctInn
W The purpose of this chapter 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.
Copyright 2011 Pearson Education, Inc. pubIishing as Prentice HaII 6-5
1. 1. Explain what is meant by reliability and validity. Explain what is meant by reliability and validity.
2. 2. Explain how you would go about validating a test. Explain how you would go about validating a test.
3. 3. Cite and illustrate our testing guidelines. Cite and illustrate our testing guidelines.
4. 4. Give examples of some of the ethical and legal Give examples of some of the ethical and legal
considerations in testing. considerations in testing.
5. 5. List eight tests you could use for employee selection List eight tests you could use for employee selection
and how you would use them. and how you would use them.
6. 6. Give two examples of work sample/simulation tests. Give two examples of work sample/simulation tests.
7. 7. Explain the key points to remember in conducting Explain the key points to remember in conducting
background investigations. background investigations.
LEARNING OUTCOMES LEARNING OUTCOMES
Copyright 2011 Pearson Education, Inc. pubIishing as Prentice HaII 6-6
y Carcfu! 5c!cctInn Is Impnrtant y Carcfu! 5c!cctInn Is Impnrtant
Organizational
performance
Costs of recruiting
and hiring
The mportance of Selecting
the Right Employees
Legal obligations
and liability
Copyright 2011 Pearson Education, Inc. pubIishing as Prentice HaII 6-7
asIc TcstIng Cnnccpts asIc TcstIng Cnnccpts
W W Reliability Reliability
escribes the consistency of scores obtained by the same escribes 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?
W W 'alidity 'alidity
ndicates whether a test is measuring what it is supposed to be ndicates whether a test is measuring what it is supposed to be
measuring. measuring.
oes the test actually measure what it is intended to measure? oes the test actually measure what it is intended to measure?
Copyright 2011 Pearson Education, Inc. pubIishing as Prentice HaII 6-8
Typcs nf Va!IdIty Typcs nf Va!IdIty
Criterion validity Content validity
Types of
Test 'alidity
Typcs nf Va!IdIty Typcs nf Va!IdIty
W n employment testing, there are two main ways to
demonstrate a test's validity: criterion vaIidity and
content vaIidity.
W Criterion vaIidity 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. n
psychological measurement, a 5redictor is the
measurement (in this case, the test score) that you are
trying to relate to a criterion, such as performance on the
job.
W Employers demonstrate the content vaIidity 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.
Copyright 2011 Pearson Education, Inc. pubIishing as Prentice HaII 6-10
EvIdcncc EvIdcncc- -ascd HR: Hnw tn Va!Idatc a Tcst ascd HR: Hnw tn Va!Idatc a Tcst
1
#elate Your Test Scores and Criteria: scores versus
actual performance
Choose the Tests: test battery or single test
Steps in Test 'alidation
Analyze the Job: predictors and criteria
Administer the Test: concurrent or predictive validation
2
3
4
Cross-Validate and #evalidate: repeat Steps 3 and 4
with a different sample

Copyright 2011 Pearson Education, Inc. pubIishing as Prentice HaII 6-11

FIGURE 6-2 Examples of Web Sites Offering nformation
on Tests or Testing Programs
W www.hr-guide.com/data/G371.htm
Provides general information and sources
for all types of employment tests
W http://ericae.net
Provides technical information on all types
of employment and nonemployment
W tests.www.ets.org/testcoll
Provides information on over 20,000 tests
W www.kaplan.com
nformation from Kaplan test preparation
on how various admissions tests work
W www.assessments.biz
One of many firms offering employment tests
Copyright 2011 Pearson Education, Inc. pubIishing as Prentice HaII 6-12
FIGURE 6-3 Expectancy Chart
ote: This expectancy chart shows the
relation between scores made on the
Minnesota Paper Form Board and rated
success of junior draftspersons.
Exam5le: 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.
Lxpoclancy Chail
W f there is a correlation between test and job
performance, we 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.
Copyright 2011 Pearson Education, Inc. pubIishing as Prentice HaII 6-14
TABLE 6-1 Testing Program Guidelines
1. Use tests as supplements.
2. 'alidate the tests.
3. Monitor your testing/selection program.
4. Keep accurate records.
5. Use a certified psychologist.
6. Manage test conditions.
7. Revalidate periodically.
Copyright 2011 Pearson Education, Inc. pubIishing as Prentice HaII 6-15
Tcst Takcrs' IndIvIdua! RIgts Tcst Takcrs' IndIvIdua! RIgts
and Tcst 5ccurIty and Tcst 5ccurIty
W W Under the APA's Under the APA's American Psychological
Association's standard for educational and 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.
Copyright 2011 Pearson Education, Inc. pubIishing as Prentice HaII 6-16
cga! PrIvacy Issucs cga! PrIvacy Issucs
W W efamation efamation -~-' -~-'
Libeling Libeling -+~' -+~' or slandering of employees or former or slandering of employees or former
employees by an employer. employees by an employer.
W W Avoiding Employee efamation Suits Avoiding Employee efamation Suits
1. 1. Train supervisors regarding the importance of employee Train supervisors regarding the importance of employee
confidentiality. confidentiality.
2. 2. Adopt a "need to know policy. Adopt a "need to know policy.
3. 3. isclose procedures impacting confidentially of information isclose procedures impacting confidentially of information
to employees. to employees.
Copyright 2011 Pearson Education, Inc. pubIishing as Prentice HaII 6-17
Hnw Dn Emp!nycrs Usc Tcsts at nrk? Hnw Dn Emp!nycrs Usc Tcsts at nrk?
W W Major Types of Tests Major Types of Tests
Basic skills tests: ( Basic skills tests: (The ability to read instructions, write reports,
and do arithmetic adequate to perform common workplace
tasks).
Job skills tests Job skills tests
Psychological tests Psychological tests
W W Why Use Testing? Why Use Testing?
ncreased work demands = more testing ncreased 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
Copyright 2011 Pearson Education, Inc. pubIishing as Prentice HaII 6-18
FIGURE 6-4 Sample Test
Copyright 2011 Pearson Education, Inc. pubIishing as Prentice HaII 6-19
CnmputcrIzcd and On!Inc TcstIng CnmputcrIzcd and On!Inc TcstIng
W W Online tests Online tests
Telephone prescreening Telephone prescreening
Offline computer tests Offline computer tests
'irtual "inbox tests ( 'irtual "inbox tests (Using the touch-tone keypad)
Online problem Online problem- -solving tests solving tests
W W Types of Tests Types of Tests
Specialized work sample tests Specialized work sample tests
Numerical ability tests Numerical ability tests
Reading comprehension tests Reading comprehension tests
Clerical comparing and checking tests Clerical comparing and checking tests
Copyright 2011 Pearson Education, Inc. pubIishing as Prentice HaII 6-20
Typcs nf Tcsts Typcs nf Tcsts
Cognitive
abilities
Motor and
physical abilities
Personality
and interests
What ifferent Tests
Measure
Current
achievement
Typcs nf Tcsts Typcs nf Tcsts
W Cognitive tests include tests of general reasoning ability
(intelligence) and tests of specific mental abilities like
memory and inductive reasoning.
W Tests of motor and physical abilities measure motor
abilities, such as finger dexterity, manual dexterity, and
reaction time.
W Personality tests measure basic aspects of an
applicant's personality, such as introversion, stability,
and motivation.
W 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.
Copyright 2011 Pearson Education, Inc. pubIishing as Prentice HaII 6-22
FIGURE 6- Type of Question Applicant Might Expect
on a Test of Mechanical Comprehension
Copyright 2011 Pearson Education, Inc. pubIishing as Prentice HaII 6-23
Tc "Ig FIvc" Tc "Ig FIvc"
Extraversion
Emotional stability/
Neuroticism
Agreeableness
Openness to
experience
Conscientiousness
Copyright 2011 Pearson Education, Inc. pubIishing as Prentice HaII 6-24
nrk 5amp!cs and 5Imu!atInns nrk 5amp!cs and 5Imu!atInns
Work
samples
Management
assessment
centers
'ideo-based
situational
testing
Measuring Work
Performance irectly
Miniature job
training and
evaluation
Copyright 2011 Pearson Education, Inc. pubIishing as Prentice HaII 6-25
TABLE 6-2 Evaluation of Assessment Methods on Four Key Criteria
Assessment Method VaIidity Adverse Impact
Costs (DeveIop/
Administer) AppIicant Reactions
Cognitive abiIity tests High High (against minorities) Low/Iow Somewhat favorabIe
Job knowIedge test High High (against minorities) Low/Iow More favorabIe
PersonaIity tests Low to
moderate
Low Low/Iow Less favorabIe
BiographicaI data inventories Moderate Low to high for different
types
High/Iow Less favorabIe
Integrity tests Moderate to
high
Low Low/Iow Less favorabIe
Structured interviews High Low High/high More favorabIe
PhysicaI fitness tests Moderate to
high
High (against femaIes and
oIder workers)
High/high More favorabIe
SituationaI judgment tests Moderate Moderate (against
minorities)
High/Iow More favorabIe
Work sampIes High Low High/high More favorabIe
Assessment centers Moderate to
high
Low to moderate,
depending on exercise
High/high More favorabIe
PhysicaI abiIity tests Moderate to
high
High (against femaIes and
oIder workers)
High/high More favorabIe
490There was Iimited research evidence avaiIabIe on appIicant reactions to situationaI judgment tests and physicaI abiIity tests. However,
because these tests tend to appear very reIevant to the job, it is IikeIy that appIicant reactions to them wouId be favorabIe.
Copyright 2011 Pearson Education, Inc. pubIishing as Prentice HaII 6-26
ackgrnund InvcstIgatInns and ackgrnund InvcstIgatInns and
Otcr 5c!cctInn Mctnds Otcr 5c!cctInn Mctnds
W W nvestigations and Checks nvestigations and Checks
Reference checks Reference checks
Background employment checks Background employment checks
Criminal records Criminal records
riving records riving records
Credit checks Credit checks
W W Why? Why?
To verify factual information provided by applicants To verify factual information provided by applicants
To uncover damaging information To uncover damaging information
Copyright 2011 Pearson Education, Inc. pubIishing as Prentice HaII 6-27
ackgrnund InvcstIgatInns and ackgrnund InvcstIgatInns and
Rcfcrcncc Cccks Rcfcrcncc Cccks
Former Employers
Current Supervisors
Written References
Social Networking Sites
Commercial Credit
Rating Companies
Sources of
nformation
Copyright 2011 Pearson Education, Inc. pubIishing as Prentice HaII 6-28
ImItatInns nn ackgrnund InvcstIgatInns ImItatInns nn ackgrnund InvcstIgatInns
and Rcfcrcncc Cccks and Rcfcrcncc Cccks
Background
nvestigations and
Reference Checks
Supervisor
Reluctance
Employer
Guidelines
Legal ssues:
Privacy
Legal ssues:
efamation
ImItatInns nn ackgrnund InvcstIgatInns and Rcfcrcncc Cccks ImItatInns nn ackgrnund InvcstIgatInns and Rcfcrcncc Cccks
W n practice (as most people instinctively know), giving someone a
bad reference can drag you into a legal mess.
W A communication is defamatory if it is false and tends to harm the
reputation of another by lowering the person in the estimation of the
community or by deterring other persons from associating or dealing
with him or her.
W Employees can sue employers for disclosing true but embarrassing
private facts about the employee.
W n practice, many firms have a policy of not providing any
information about former employees except for their dates of
employment, last salary, and position titles.
W To avoid potential invasion of privacy issues, employers should
obtain the applicant's written permission before checking into the
applicant's background information, even if that information is
publicly available (e.g., published on social networking sites).
Copyright 2011 Pearson Education, Inc. pubIishing as Prentice HaII 6-30
MakIng ackgrnund Cccks Mnrc Uscfu! MakIng ackgrnund Cccks Mnrc Uscfu!
1. 1. nclude on the application form a statement for nclude 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 r sum sum to the application. to the application.
5. 5. Ask open Ask open- -ended questions to elicit more information 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.
Copyright 2011 Pearson Education, Inc. pubIishing as Prentice HaII 6-31
UsIng Prc UsIng Prc- -cmp!nymcnt InfnrmatInn cmp!nymcnt InfnrmatInn
5crvIccs 5crvIccs
1
Notice of adverse action to applicant/employee
Employer certification to reporting agency
Acquisition and Use of Background nformation
isclosure to and authorization by applicant/employee
Providing copies of reports to applicant/employee
2
3
4
Copyright 2011 Pearson Education, Inc. pubIishing as Prentice HaII 6-32
Hnncsty TcstIng Prngrams: Hnncsty TcstIng Prngrams:
at Emp!nycrs Can Dn at Emp!nycrs Can Dn
W W Antitheft Screening Procedure: Antitheft Screening Procedure:
Ask blunt questions. Ask blunt questions.
Listen, rather than talk. Listen, rather than talk.
o a credit check. o a credit check.
Check all employment and personal references. Check all employment and personal references.
Use paper Use paper- -and and- -pencil honesty tests and psychological tests. pencil honesty tests and psychological tests.
Test for drugs. Test for drugs.
Establish a search Establish a search- -and and- -seizure policy and conduct searches. seizure policy and conduct searches.
Copyright 2011 Pearson Education, Inc. pubIishing as Prentice HaII 6-33
PysIca! ExamInatInns PysIca! ExamInatInns
W W Reasons for pre Reasons for pre- -employment medical examinations: employment 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.
Copyright 2011 Pearson Education, Inc. pubIishing as Prentice HaII 6-34
5ubstancc Abusc 5crccnIng 5ubstancc Abusc 5crccnIng
W W 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
W W Types of Tests Types of Tests
Urinalysis Urinalysis
Hair follicle testing Hair follicle testing
Copyright 2011 Pearson Education, Inc. pubIishing as Prentice HaII 6-35
ImprnvIng PrnductIvIty Trnug HRI5: ImprnvIng PrnductIvIty Trnug HRI5:
UsIng Autnmatcd App!Icant TrackIng UsIng Autnmatcd App!Icant TrackIng
and 5crccnIng 5ystcms and 5crccnIng 5ystcms AT5 AT5 : : Tc app!Icant trackIng systcms dn
mnrc tan cnmpI!c IncnmIng cb-bascd rsums and track app!Icants
durIng tc IrIng prnccss. Tcy snu!d a!sn c!p wIt tc tcstIng and
scrccnIng.
"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
Copyright 2011 Pearson Education, Inc. pubIishing as Prentice HaII 6-36
FIGURE 6-11 Checklist: What to Look For in an Applicant Tracking System (ATS)
The em5loyer thinking of ado5ting an ATS should seek one that meets several
minimum functionality requirements. Among other things, the ATS should be:
W Easy to use.
W Capable of being integrated into the company's existing HRS platform, so that, for
instance, data on a newly hired candidate can flow seamlessly into the HRS
payroll system.
W Able to capture, track, and report applicant EEO data.
W Able to provide employee selection performance metrics reports, including "time to
fill, "cost to hire, and "applicant source statistics.
W Able to facilitate scheduling and tracking of candidate interviews, email
communications, and completed forms, including job offers.
W Able to provide automated screening and ranking of candidates based upon job
skill profiles.
W Able to provide an internal job posting service that supports applications from
current employees and employee referral programs.
W Able to cross-post jobs to commercial job boards such as www.monster.com.
W Able to integrate the ATS job board with your company's own Web site; for
instance, by linking it to your site's "careers section.
W Able to provide for requisition creation and signoff approvals.
Copyright 2011 Pearson Education, Inc. pubIishing as Prentice HaII 6-37
L Y T L R M S
reliability
test validity
criterion validity
content validity
expectancy chart
interest inventory
work samples
work sampling technique
management assessment center
situational test
video-based simulation
miniature job training and evaluation
Copyright 2011 Pearson Education, Inc. pubIishing as Prentice HaII 6-38
AII rights reserved. No part of this pubIication may be reproduced,
stored in a retrievaI system, or transmitted, in any form or by any
means, eIectronic, mechanicaI, photocopying, recording, or
otherwise, without the prior written permission of the pubIisher.
Printed in the United States of America.
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