ARS A To Z Slides

Advanced Recruitment & Selection
Discussions: 0102
Dr. Sajid Hussain Awan
18.09.2010
1
Outline:
DeIining the terms
The purpose and importance oI R&S
Why R&S?
Strategic R & S
StaIIing issues
The process oI R&S
DeIining Job Requirements
Recruiting Promising Candidates
Interviewing
Evaluating the Candidates
Making the Decision and OIIer
SuccessIul Recruitment Process
Strategies to attract the best
Recruiting Irom within the organization
Recruiting Irom external sources
On-line Applications/Recruiting On The Internet
Tips Ior Hiring and Keeping the Best
Recruitment & Selection (R&S)
2
Defining the terms
Recruitment is the process oI identiIying and attracting potential
candidates Irom within and outside an organization to begin
evaluating them Ior Iuture employment.
Once candidates are identiIied, an organization can begin the
selection process. This includes collecting, measuring, and
evaluating inIormation about candidates` qualiIications Ior speciIied
positions.
Organizations use these processes to increase the likelihood oI
hiring individuals who possess the right skills and abilities to be
successIul at their jobs, i.e. the right people for the right
job.
Advanced Recruitment and Selection
3
< Recruitment is the process oI searching the candidates Ior
employment and stimulating them to apply Ior jobs in the
organization.
WHEREAS
< Selection involves the series oI steps by which the candidates
are screened Ior choosing the most suitable persons Ior vacant
posts.
< The basic purpose of recruitments is to create a talent pool
oI candidates to enable the selection oI best candidates Ior the
organization, by attracting more and more employees to apply
in the organization.
WHEREAS
< The basic purpose of selection process is to choose the right
candidate to Iill the various positions in the organization.
Recruitment and Selection (R & S)
4
< Attract and encourage more and more candidates to apply in the organization.
< Create a talent pool oI candidates to enable the selection oI best candidates Ior the
organization.
< Determine present and Iuture requirements oI the organization in conjunction with its
personnel planning and job analysis activities.
< Recruitment is the process which links the employers with the employees.
< Increase the pool oI job candidates at minimum cost.
< Help increase the success rate oI selection process by decreasing number oI visibly
under qualiIied or overqualiIied job applicants.
< Help reduce the probability that job applicants once recruited and selected will leave the
organization only aIter a short period oI time.
< Meet the organizations legal and social obligations regarding the composition oI its
workIorce.
< Begin identiIying and preparing potential job applicants who will be appropriate
candidates.
< Increase organization and individual eIIectiveness oI various recruiting techniques and
sources Ior all types oI job applicants
Purpose and Importance oI R & S
5
Acquiring and retaining high-quality talent is critical to an organization`s
success.
As the job market becomes increasingly competitive and the available skills
grow more diverse, recruiters need to be more selective in their choices,
Since poor recruiting decisions can produce long-term negative eIIects,
among them high training and development costs to minimize the incidence
oI poor perIormance and high turnover which, in turn, impact staII morale,
the production oI high quality goods and services and the retention oI
organizational memory.
Within the HRM paradigm, R & S are not simply mechanisms Ior Iilling
vacancies but can be viewed as key push` and pull` levers Ior
organizational change.
Recruitment and selection allow management to determine and gradually
modiIy the behavioral characteristics and competences oI the workIorce.
Why R & S
6
Strategic R & S is the process oI identiIying
and addressing the staIIing implications oI
business strategies and plans. Better still,
strategic R & S can be deIined as the process
oI identiIying and addressing the staIIing
implications oI change.
Putting the emphasis on change indicates that
staIIing implications should be identiIied and
addressed (or at least discussed) on a
continuing basis (whenever changes to
business plans are being considered).
Strategic R & S
7
In staIIing terms, an issue is simply a diIIerence
between the staII that will be required to support
strategy implementation at some point in the Iuture and
the staII that will be available at that same point in the
Iuture.
This diIIerence can be expressed in terms oI staIIing
levels, required capabilities (type), or both.
In some cases, an organization may have the wrong
number oI people and the people that they do have may
not possess the skills that are required.
In these situations, the company is sometimes said to be
Iacing a staIIing mix issue. Issues/diIIerences can take
the Iorm oI either gaps (where requirements exceed
availability) or surpluses (where availability exceeds
requirements).
StaIIing issue
8
Defining 1ob Requirements
Interviewing
Making the Decision and Offer
The Process oI R & S
9
Development oI a policy on recruitment and retention and the systems that give liIe
to the policy;
Needs assessment to determine the current and Iuture human resource requirements
oI the organization. II the activity is to be eIIective, the human resource
requirements Ior each job category and Iunctional division/unit oI the organization
must be assessed and a priority assigned;
IdentiIication, within and outside the organization, oI the potential human resource
pool and the likely competition Ior the knowledge and skills resident within it;
Job analysis and job evaluation to identiIy the individual aspects oI each job and
calculate its relative worth;
Assessment oI qualiIications proIiles, drawn Irom job descriptions that identiIy
responsibilities and required skills, abilities, knowledge and experience;
Determination oI the organization's ability to pay salaries and beneIits within a
deIined period;
IdentiIication and documentation oI the actual process oI recruitment and selection
to ensure equity and adherence to equal opportunity and other laws.
SuccessIul Recruitment Process
10
11
< Recruitment may be conducted internally through the
promotion and transIer oI existing personnel or through
reIerrals, by current staII members, oI Iriends and Iamily
members.
< Where internal recruitment is the chosen method oI Iilling
vacancies, job openings can be advertised by job posting,
that is, a strategy oI placing notices on manual and
electronic bulletin boards, in company newsletters and
through oIIice memoranda.
< ReIerrals are usually word-oI-mouth advertisements that are
a low-cost-per-hire way oI recruiting.
< Internal recruitment does not always produce the number or
quality oI personnel needed;
< In such an instance, the organization needs to recruit Irom
external sources, either by outsourcing or through other
means
Strategies to attract the best
12
13
Why recruiting from internal sources:
< The ability oI the recruit is known so it is easy to assess potential Ior
the next level. By contrast, assessments oI external recruits are based
on less reliable sources, such as reIerences, and relatively brieI
encounters, such as interviews.
< Insiders know the organization, its strengths and weaknesses, its
culture and, most oI all, its people.
< Promotions Irom within build motivation and a sense oI commitment
to the organization. Skilled and ambitious employees are more likely
to become involved in developmental activities iI they believe that
these activities will lead to promotion.
< Internal recruitment is cheaper and quicker than advertising in various
media and interviewing 'outsiders.
< Time spent in training and socialization is also reduced.
< The resulting cost oI remedial training can prove prohibitive.
14
Limitations:
Sometimes, it is diIIicult to Iind the 'right candidate within and the organization may
settle Ior an employee who possesses a less than ideal mix oI competencies.
II the vacancies are being caused by rapid expansion oI the organization there may be an
insuIIicient supply oI qualiIied individuals above the entry level. This may result in
people being promoted beIore they are ready, or not being allowed to stay in a position
long enough to learn how to do the job well.
InIighting, inbreeding, and a shortage oI varied perspectives and interests may reduce
organizational Ilexibility and growth, and resistance to change by those who have an
interest in maintaining the status quo may present long term problems.
In times oI rapid growth and during transitions, the organization may promote Irom
within into managerial positions, regardless oI the qualiIications oI incumbents.
Transition activities and rapid organizational growth oIten mask managerial deIiciencies;
it is not until the growth rate slows that the deIiciencies become apparent and, then, the
organization Iinds it diIIicult, iI not impossible, to undo the damage.
The resulting cost oI remedial training can prove prohibitive.
15
External recruiting methods can be grouped into two classes:
inIormal and Iormal.
InIormal recruiting methods tap a smaller market than Iormal
methods. These methods may include rehiring Iormer employees
and choosing Irom among those 'walk-in applicants whose
unsolicited resumes had been retained on Iile.
The use oI reIerrals also constitutes an inIormal hiring method.
Because they are relatively inexpensive to use and can be
implemented quickly, inIormal recruiting methods are commonly
used Ior hiring clerical and other base-level recruits who are more
likely than other groups to have submitted unsolicited
applications.
Former students who participated in internship programmes may
also be easily and cheaply accessed.
Recruiting Irom external sources
16
Formal methods oI external recruiting entail searching the labor
market more widely Ior candidates with no previous connection to
the organization.
These methods have traditionally included newspaper/magazine
or Journal advertising, the use oI employment agencies and
executive search Iirms, and college recruitment.
More oIten, now, job/career Iairs and e-Recruiting are reaching the
job seeker market.
Posting vacancies externally through the various arms oI the
media5 or via employment agencies reaches a wider audience and
may turn up a greater number oI potential candidates Irom which
the organization can choose.
At the same time, this method is relatively expensive and time-
consuming as the organization works through initial process.
Recruiting Irom external sources Contd.
17
&sing the Internet is Iaster and cheaper than many
traditional methods oI recruiting. Jobs can be posted
on Internet sites Ior a modest amount (less than in
the print media), remain there Ior periods oI thirty or
sixty days or more - at no additional cost - and are
available twenty-Iour hours a day.
Candidates can view detailed inIormation about the
job and the organization and then respond
electronically.
Most homes and workplaces are now using
computerized equipment Ior communication; the
Internet is rapidly becoming the method oI choice Ior
accessing and sharing inIormation.
On-line Applications/Recruiting on the Internet
18
The concept oI a job Iair is to bring those interested in
Iinding a job into those companies who are searching
Ior applicants. Job Iairs are open Iorums at which
employers can exhibit the best their companies have to
oIIer so that job seekers can make inIormed choices.
They are considered one oI the most eIIective ways Ior
job seekers to land jobs.
At the job Iair, employers have a large pool oI
candidates on which to draw, while job seekers have
the opportunity to shop around Ior dozens sometimes
hundreds oI employers, all in one place.
Notwithstanding the Iact that the atmosphere at the Iair
is more relaxed than at an interview, employers are still
on the look out Ior qualiIied, potential employees who
have interest, dedication and initiative.
Job Iairs
19
Consider current employees.
Look outside your organization to bring in new outlooks, skills, and
experiences.
Know what kind oI person you`re looking Ior in order to locate a
good Iit.
Remember that a person`s past job perIormance is the surest guide
to Iuture perIormance.
Remember that the right education the right experience a
compatible personality a good Iit.
Beware oI the 'just like me trap. This trap encourages managers to
Iavor candidates who share similar education backgrounds, are oI
the same age, gender, or race, and who enjoy the same pastimes.
To avoid the trap, Iocus on the objective requirements oI the job and
the candidate`s qualiIications.
Tips for Hiring and Keeping the Best
20
Mu|t||eve| kecru|tment rocess
21
The model incorporates the three stages oI recruitment
Irom and shows how recruitment practices at each stage
inIluence applicant outcomes:
(i.e., reactions, perceptions, and intentions), which in turn
impact recruitment outcomes and might mediate the eIIect oI
recruitment practices on recruitment outcomes.
The model also shows the links between recruitment
outcomes and individual-level outcomes, and the link
between individual-level outcomes and organizational-
level outcomes.
The model calls Ior Iuture recruitment research to be
both multilevel and longitudinal and to include both
applicant and organizational data.
Multilevel Model
22
In summary, Iuture research on recruitment
needs to Iocus on the Iollowing questions:
What is the eIIect oI speciIic recruitment
practices and activities on applicant outcomes
(i.e., reactions, perceptions, and intentions) and
recruitment outcomes:
such as applicant attraction (quantity and quality),
applicant interest and motivation during the
recruitment process, and applicant job acceptance
rates (quantity and quality oI applicants)?
Multilevel Model
23
What recruitment practices and activities are most
eIIective Ior attracting applicants, increasing their
interest and motivation during recruitment, and
enhancing the probability oI job oIIer acceptance rates?
Further, are there contextual Iactors (e.g., Iirm size,
reputation, industry, labor market, etc.) that moderate
the eIIectiveness oI particular recruitment practices on
certain outcomes?
What is the eIIect oI recruitment practices and
outcomes on individual-level outcomes:
such as job attitudes, job perIormance, and turnover? Do
applicant and/or recruitment outcomes mediate the eIIect oI
recruitment practices on individual-level outcomes.
Multilevel Model
24
What is the eIIect oI recruitment practices,
applicant outcomes, recruitment outcomes, and
individual-level outcomes on organizational-level
outcomes
(i.e., turnover rate, Iirm perIormance)?
< Do applicant, recruitment, and/or individual-level outcomes
mediate the eIIect oI recruitment practices on
organizational-level outcomes?
< Do individual-level outcomes mediate the eIIect oI
recruitment outcomes on organizational level outcomes?
Multilevel Model
25
Key steps in R & S include:
Defining job requirements.
Recruiting.
Interviewing.
Evaluating the candidates.
Making a decision and offer.
Like any process, R & S is amenable to continuous
improvement.
Learning is at the core oI every experience.
Incorporate learning into your next hiring
experience.
Conclusion
26
Recruitment and Selection
Discussion- 02
18.09.2010
27
Outline
Current and Future Perspectives
Where, When, and How to Find the Right People Every Time
Job Descriptions
Job SpeciIications (JS)
Job Analysis
Validity and reliability oI job analysis data
Instruments oI Job Analysis
The Design oI Selection Systems
Ethical Issues in Selection
Strategic StaIIing Plans
Advanced R&S
28
How to be an organized, creative, and street-smart
proIessional?
Dig, and then dig some more.
Organizations oIten Iail to excel because they Iail to
take a constructively critical look at the way they do
things.
Work toward achieving both big picture and detailed
perspective.
Be constructively critical. The operational audit will be
an eye-opening experience.
Open and honest selI-examination is a well-established
best practice oI champions.
The proactive versus reactive recruiting time and cost
eIIective, deliberate and eIIicient
29
DeIining the job in terms oI its task
requirements, including characteristics oI
the job such as the procedures, methods,
and standards oI perIormance.
Job Descriptions
ready, shoot, aim`` approach to
recruitment
30
JS reIers to 'people requirements, that
is, what the job calls Ior in terms oI
behaviors, knowledge, abilities, skills
and other personal characteristics
(KSAOs).
31
'The collection and analysis oI any type oI job
related inIormation by any method Ior any
purpose (Ash, 1988).
The objective oI job analysis is to deIine each
job in terms oI the behaviors necessary to
perIorm it. Job analysis comprises oI two
major elements: job descriptions and job
speciIications (Cascio,1991).
Job Analysis
32
Job analysis Iocuses on the type oI work-related
inIormation (or job descriptor) to be collected;
The type oI inIormation is one oI the choices to
be made when applying job analysis.
In relation to the purpose oI job analysis in
speciIic situations, McCormick (1976) mentioned
several other aspects that must be considered, Ior
example:
1. The method oI data collection; and
2. The agent or source oI the inIormation.
Job analysis
33
Morgeson and Campion (1997) distinguished two
broad categories oI inaccuracy:
1. Social - social inIluence processes (e.g.,
conIormity pressures) and selI-presentation
processes (e.g., social desirability); and
2. Cognitive in limitations, in inIormation
processing systems (e.g., inIormation overload)
and biases in inIormation processing systems
(e.g., extraneous inIormation).
A data free of these inaccuracies, is valid.
34
Reliability: Almost every study on job analysis
presents some measure oI inter-rater reliability
or intra-rater reliability.
Inter-rater reliability: It reIers to consistency
across raters, oIten expressed in intra-class
correlations and means oI pair-wise
correlations.
Intra-rater reliability reIers, Ior example, to a
type oI testretest measurement.
Validity and reliability oI job analysis data Contd.
35
1. Position Analysis Questionnaire (PAQ): The PAQ, developed by
McCormick and coworkers (1972, 1976, 1979), is based on the
worker-oriented approach. This means that generalized worker
behaviors are involved and that the instrument has a moderate
level oI behavioral speciIicity.
2. Functional 1ob Analysis (F1A): Functional Job Analysis results
Irom the development oI the Dictionary oI Occupational Titles
(&S Department oI Labor, 1965), which describes the
characteristics, methods, work requirements, and activities
required to perIorm almost all jobs in the &nited States.
3. Critical Incidents Technique (CIT): As the name indicates, the
CIT is not a questionnaire but a technique (Flanagan, 1954). This
approach generates critical behaviors observed by incumbents or
others who have experience oI the job being studied.
36
4. Ability Requirements Scales (ARS): The Ability Requirement
Scales were developed by Fleishman and several
coworkers (e.g., Fleishman & MumIord, 1988, 1991;
Theologus, Romashko, & Fleishman, 1973). Through
the abilities requirements approach, inIormation
about the characteristics oI job incumbents are
identiIied.
5. Threshold Trait Analysis (TTA): The objective oI the TTA
(Lopez, 1988) is to identiIy the personal
characteristics that are important to perIorm a job
acceptably. It is based on the trait-oriented approach
and distinguishes 33 personal qualities divided into
Iive groups: physical, mental, learned, motivational,
and social.
Instruments oI Job Analysis Contd.
37
6. Task Inventory Analysis:
Task inventory approaches start with the identiIication oI
tasks in order to develop a questionnaire or checklist Ior a
speciIic job. Tasks can be described as activities or sequences
oI related activities directed at speciIied job objectives
(Levine, 1983).
7. 1ob Element Method (1EM):
PrimoII and Dittrich Eyde (1988) described the purpose oI
the Job Element Method oI job analysis as 'to identiIy the
behaviors and their evidences, as revealed in achievements,
that are signiIicant to job success.
38
8. Personality-Related Position Requirements Form (PPRF).
Raymark et al. (1997) view the existing methods as lacking
the possibility to identiIy some aspects oI personality-related
position requirements to Iormulate selection hypotheses.
They stated that iI personality traits are relevant to job
perIormance, and iI they are not identiIied and measured
because job analysis instruments do not cover these
variables, they will be overlooked Ior selection.
9. Combination of methods:
None oI the described or other instruments or methods can be
said to be the best. Which method (or combination oI
methods) is appropriate in a speciIic context depends on the
purpose oI the analysis.
39
< Time and resources spent on design can be seen as an
investment in eIIective selection.
< This is especially true when design is understood as
anticipating the Iuture in an open-minded and experimental
way.
< Thorough analysis, based on a dialogue with stakeholders,
is a step towards a good result. But exploring options,
subjecting them to desk-based simulations and making
comparisons, is another essential part oI the design process.
< This activity certainly involves the use oI tools and data
Irom the literature, but it also calls Ior inventiveness in
Iinding solutions that uniquely match the technical
requirements and practical conditions that the system has to
meet.
40
A well-conducted validation study as a means to
veriIy the predictive value oI a selection system,
is important Ior designing eIIective selection
systems.
More eIIort should be spent on developing test-
benches, in the sense oI both statistical models
and simulation tools, which would Iacilitate the
designers` work and enhance the quality oI its
outcomes.
41
'The entire scope oI assessment services in an organizational context
oIIered by a psychologist is a continuing matter oI ethical practice
(Jeanneret,1998).
For example, according to many ethical guidelines, applicants have
the right to be inIormed about their assessment results.
The normative ethics should not diverge too much Irom the normal
ethics; there must be a balance between how it should be and how it
is, with explicitly Iormulated minimum standards.
Lindsay (1996) proposes 'good practice guidelines to promote
exemplary practice, which may result in normal normative behavior,
or even beyond that in optimal behavior.
According to the law, the proIessional practitioner has the
responsibility to act conscientiously and competently. OI course, it is
better that ethical guidelines prevent clients Ieeling that they have to
go to court.
42
Strategic staIIing is the process oI identiIying and
addressing the staIIing implications oI business
strategies and plans (or perhaps even oI change).
The objective oI the process is to create a long-term
context (i.e., a staIIing strategy) within which short-
term decisions (i.e., staIIing plans and actions) can be
made.
The strategic staIIing process consists oI Iour steps:
< IdentiIying staIIing issues;
< Calculating diIIerences (gaps and surpluses) between
staIIing requirements and availability;
< Developing staIIing strategies; and
< DeIining staIIing plans.
Strategic staIIing
43
These plans speciIically address:
Recruiting,
Internal movement, including promotions, transIers,
and redeployment,
Retention, and
Planned losses.
44
Discussion- 03
25.09.2010
45
Outline
Where, When, and How to Find the Right People Every Time
Job Descriptions
Job Analysis
Advanced R&S
46
How to be an organized, creative, and street-smart
proIessional?
Dig, and then dig some more.
Organizations oIten Iail to excel because they Iail to
take a constructively critical look at the way they do
things.
Work toward achieving both big picture and detailed
perspective.
Be constructively critical. The operational audit will be
an eye-opening experience.
Open and honest selI-examination is a well-established
best practice oI champions.
The proactive versus reactive recruiting time and cost
eIIective, deliberate and eIIicient
47
ready, shoot, aim`` approach to
recruitment
48
DeIining the job in terms oI duties and
responsibilities or in terms oI outputs, perIormance
and accountabilities is helpIul in deciding on
appropriate use oI tests in selection.
Job deIinitions include what is required to be done
in the job and/or may indicate qualities and
capacities necessary to perIorm successIully.
Where standards oI perIormance, rather than
vaguely expressed areas oI operation, are indicated
they may give quite a ready read-across to the way
in which measurement may be carried out.
Job DeIinitions
49
Individual characteristics:
- achievement drive;
- entrepreneurial inclination;
- personal commitment;
- energy;
- self-confidence;
- flexibility.
Interpersonal characteristics:
- listening;
- negotiation skills;
- oral communications;
- written communications;
- service orientation.
Developing Job deIinitions
< Intellectual characteristics:
- rapid learning;
- strategic conceptualization;
- pattern recognition;
- verbal reasoning;
- numerical reasoning;
- innovation.
< Managerial characteristics:
- staff development;
- operational control;
- planning;
- commercial awareness.
While developing job definitions, following Checklist of characteristics
could be used:
50
The Job Description outlines the main duties and responsibilities oI
the post and the Person SpeciIication identiIies the requirements to
carry out the duties oI the post successIully.
Together they provide a set oI criteria against which applicants can
be assessed, both at the short-listing stage and selection process
stage, thereby making the whole recruitment process more eIIicient
and ensuring good practice with regard to equal opportunities (and
lessening the chances oI discrimination occurring).
DeIining the job in terms oI its task requirements, including
characteristics oI the job such as the procedures, methods, and
standards oI perIormance.
Full-part time/permanent, Iixed-time
Level or grade oI the post
Job Descriptions
51
Job Descriptions are required Ior the Iollowing
reasons:
To clariIy what the post-holder is required to do;
To provide inIormation Irom which the Person SpeciIication
criteria can be drawn up;
To inIorm applicants about the post and to provide inIormation
required Ior recruitment purposes ;
To Iorm the basis Ior the employment relationship;
To provide a reIerence document Ior perIormance review and to
assist with the setting oI targets Ior staII in their probation
period;
To deIine the place oI the post in the organisation and clariIy Ior
post holders and others the contribution the post makes to
achieving organisational and departmental objectives.
Job description.
52
The Job Description should include the
Iollowing:
1. Post title and department;
2. Background to the post;
3. The purpose/objective oI the post;
4. The main duties and responsibilities;
5. Key relationships;
6. Special requirements.
Job Description...
53
1. The background to the post should provide
inIormation about the department, its overall
objectives and any inIormation about the
post which applicants may Iind useIul, e.g.
the post is part oI a new innovative project
set up Ior a speciIic purpose and the Iirst oI
its kind in this area oI work'.
Job description.
54
2. The purpose/objective oI the post should
provide a clear and succinct (brieI) summary
oI the main purpose or objectives oI the post,
e.g. Ior a Departmental Administrator the
purpose oI the post might be to manage the
administration oI the Department's Iinancial,
personnel and general activities`.
Job description.
55
3. The main duties and responsibilities should
provide more detail about the post than the summary
oI purpose/objectives, by identiIying the principle
duties and/or key tasks. Paragraphs in this section
will oIten start accountable Ior', organise the',
supervise the', develop', ensure that', maintain',
examine', provide', record', control', advise',
assists', gives guidance to' etc.
Job description.
56
4. The key relationships section should
provide details oI the relationships the
post holder will have with other posts,
teams, departments and external contacts.
It should also state which post has line
management responsibilities Ior the post
holder.
Job description.
57
5. The special requirements section
should provide details oI any special
requirements that the post holder will be
required to IulIil in carrying out the
duties oI the post, e.g. the requirement to
travel abroad on a Irequent basis, the
requirement to work a shiIt pattern.
Job description.
58
art A
Iob 1|t|e
Department
Sect|on
keports to
Departmenta| Informat|on
Job description Form
59
Part - B
Background to the Role
2 Purpose of the Role
3 Key Accountabilities
The above list oI duties is not exhaustive and is subject to change. The post holder may be required to
undertake others duties within the scope and grading oI the post.
4 Organisation Chart - can be attached as separate document
(this should indicate the position oI the role relative to others in the departmental/section structure)
5 Supervision of Staff (directly/indirectly)
Number of staff
1ob Title (s)
6 Staff Management responsibility:
Line Manager (Print Name) Head of Department (Print Name)
Signature Signature
Date Date
Job description Form.
60
JS reIers to 'people requirements, that
is, what the job calls Ior in terms oI
behaviors, knowledge, abilities, skills
and other personal characteristics
(KSAOs).
61
Job Analysis
62
Job analysis Iocuses on the type oI work-related
inIormation (or job descriptor) to be collected.
The type oI inIormation is one oI the choices to be
made when applying job analysis.
In relation to the purpose oI job analysis in speciIic
situations, McCormick (1976) mentioned several
other aspects that must be considered, Ior example:
1. The method oI data collection; and
2. The agent or source oI the inIormation.
Job analysis.
63
Job Analysis is particularly important when a post has been in existence Ior
some years and held by the same post holder. The manager who is
responsible Ior the post should consider the Iollowing beIore requesting
approval to advertise the post:
Is the work still required in its existing Iormat? II so;
Could the work be given to other staII, possibly to provide career
development Ior them?;
Would part time staII be willing/able to increase their hours?;
Could the hours oI the vacant post be increased or reduced?;
Do the Job Description and Person SpeciIication need updating?;
Does the post need re-grading because oI a change in duties and
responsibilities?;
Is a diIIerent type oI contract required?;
Would it be more appropriate to oIIer the post as a secondment
opportunity?
Job analysis.
64
McCormick (1976) identifies following types of information as
important:
Work activities;
Work performance (e.g., time taken and error analysis);
1ob context (such as social context and physical working
conditions);
Machines;
Tools;
Equipment, and
Work aids used;
1ob-related tangibles and intangibles such as materials processed
and services rendered; and
Personnel requirements.
Job InIormation
65
Work activities and personnel requirements in
particular were the subject oI research.
Work activities are divided into job-oriented and
worker-oriented activities;
Job-oriented activities are usually expressed in
job terms and indicate what is accomplished.
Worker-oriented activities reIer, Ior example,
to behaviors perIormed in work (e.g., decision
making)
Job InIormation.
66
Job analysis methods should describe observable work
behavior independently oI the characteristics oI the
people who perIorm the job, and job analysis data
should be veriIiable and replicable. Required personal
traits do not meet these characteristics (Harvey,
1991;Harvey and Wilson, 2000).
A job analysis instrument (Raymark, Schmit, and Guion,
1997) is especially useIul in the context oI personnel
selection.
To ensure eIIective process, the validity and reliability
oI the tests and instrument is very important.
Knowledge, Skills, Abilities, and Other Characteristics
(KSAOs)
67
Morgeson and Campion (1997) distinguished two broad
categories oI inaccuracy:
1. Social - social inIluence processes (e.g., conIormity
pressures) and selI-presentation processes (e.g., social
desirability); and
2. Cognitive in limitations, in inIormation processing
systems (e.g., inIormation overload) and biases in
inIormation processing systems (e.g., extraneous
inIormation).
A data free of these inaccuracies, is valid.
68
Validity reIers to whether the measurement
provided is consistent.
Predictive Validity The predictive validity oI a test is the extent to
which it predicts Iuture behavior. It help identiIying Iuture
perIormance oI employees based on predictions.
Concurrent Validity is the extent to which a test score diIIerentiates
individuals in relation to a criterion or standard oI perIormance
external to the test. As with predictive validity, the criterion itselI has
to be established. However, what is required minimally is agreement
on who should Iit into which oI two Iairly extreme groups.
Distinguishing higher and lower perIormers
Validity and reliability oI job analysis data Contd.
69
This Iorm oI validity indicates the way in
which what is in the test directly represents
aspects oI a role or job.
In the Iield oI personality assessment the items
cannot be over-transparent iI, Ior example, the
respondent is not to be able simply to project a
socially desirable image.
Content validity oI such items may be hard to
establish.
Content validity
70
Construct validity is the extent to which a test measures a
particular construct or characteristic. While predictive
validity is concerned with the test in relation to an external
criterion oI perIormance, construct validity is, in eIIect,
concerned with looking at the test itselI.
II a test is intended to measure, say, numerical reasoning,
can evidence be Iound that suggests it is this that is being
measured is the construct oI numerical reasoning as
covered by the test valid? Such evidence might come Irom a
number oI sources.
One aspect oI construct validity is the way in which the
diIIerent test items in eIIect hang together.
Construct validity
71
Reliability: It reIers to whether a test measures
what it is supposed to measure. Almost every
study on job analysis presents some measure oI
inter-rater reliability or intra-rater reliability.
Inter-rater reliability: It reIers to consistency
across raters, oIten expressed in intra-class
correlations and means oI pair-wise correlations.
Intra-rater reliability reIers, Ior example, to a
type oI testretest measurement.
Reliability oI job analysis data
72
73
Scales were developed by Fleishman and several
coworkers (e.g., Fleishman & MumIord, 1988, 1991;
Theologus, Romashko, & Fleishman, 1973). Through
the abilities requirements approach, inIormation
about the characteristics oI job incumbents are
identiIied.
(Lopez, 1988) is to identiIy the personal
characteristics that are important to perIorm a job
acceptably. It is based on the trait-oriented approach
and distinguishes 33 personal qualities divided into
Iive groups: physical, mental, learned, motivational,
and social.
74
(Levine, 1983).
75
8. Personality-Related Position Requirements Form (PPRF):
76
Time and resources spent on design can be seen as an
investment in eIIective selection.
This is especially true when design is understood as
anticipating the Iuture in an open-minded and experimental
way.
Thorough analysis, based on a dialogue with stakeholders, is a
step towards a good result. But exploring options, subjecting
them to desk-based simulations and making comparisons, is
another essential part oI the design process.
This activity certainly involves the use oI tools and data Irom
the literature, but it also calls Ior inventiveness in Iinding
solutions that uniquely match the technical requirements and
practical conditions that the system has to meet.
77
A well-conducted validation study as a means to
veriIy the predictive value oI a selection system,
is important Ior designing eIIective selection
systems.
More eIIort should be spent on developing test-
benches, in the sense oI both statistical models
and simulation tools, which would Iacilitate the
designers` work and enhance the quality oI its
outcomes.
The Design oI Selection Systems.
78
'The entire scope oI assessment services in an organizational context
oIIered by a psychologist is a continuing matter oI ethical practice
(Jeanneret,1998).
For example, according to many ethical guidelines, applicants have
the right to be inIormed about their assessment results.
The normative ethics should not diverge too much Irom the normal
ethics; there must be a balance between how it should be and how it
is, with explicitly Iormulated minimum standards.
Lindsay (1996) proposes 'good practice guidelines to promote
exemplary practice, which may result in normal normative behavior,
or even beyond that in optimal behavior.
According to the law, the proIessional practitioner has the
responsibility to act conscientiously and competently. OI course, it is
better that ethical guidelines prevent clients Ieeling that they have to
go to court.
79
term decisions (i.e., staIIing plans and actions) can be
made.
< DeIining staIIing plans.
Strategic staIIing
80
These plans speciIically address:
Recruiting,
Internal movement, including promotions, transIers,
and redeployment,
Retention, and
Planned losses.
81
In staIIing terms, an issue is simply a difference between
the staff that will be required to support strategy
implementation at some point in the Iuture and the staII
that will be available at that same point in the Iuture.
This diIIerence can be expressed in terms oI staIIing
levels, required capabilities (type), or both. In some
cases, an organization may have the wrong number oI
people and the people that they do have may not
possess the skills that are required.
In these situations, the company is sometimes said to be
Iacing a staIIing mix issue. Issues/differences can take
the form of either gaps (where requirements exceed
availability) or surpluses (where availability exceeds
requirements).
StaIIing Issue
82
A strategy is deIined as a long-term, directional plan oI action.
A strategy (whether it is a staIIing strategy or a business
strategy) should deIine how an organi:ation is going to achieve
its obfectives, it should not simply restate those objectives.
Some organizations deIine a strategy that includes such items as
becoming the low-cost producer oI their product, achieving
speciIic growth or revenue targets (e.g., becoming a top Iive
player in their market), or achieving a certain product mix. To
me, these are objectives, not strategies.
While they are more detailed and speciIic than broad objectives,
they still just describe what is to be accomplished, not how those
things will be done.
StaIIing Strategy
83
True, many strategies are broad and comprehensive
in nature, and most eIIective strategies directly
support the integration oI Iunctions and actions.
However, just because a plan covers many
organization units or provides overall solutions to
common problems does not mean that it is strategic.
It is quite possible to have broad, common
approaches that are deIined strictly Ior the short
term (and thus lack the longer-term context oI
strategy).
Strategic does not mean organization-wide`` or
integrated.``
84
There are many standard staIIing
practices that can be implemented in a
very strategic manner.
Conversely, many innovative staIIing
practices are implemented only in the
short term (and thus are not strategic at
all).
Strategic does not mean innovative``
85
In many cases, Iirms think that the objective oI
strategic staIIing is to predict Iuture staIIing needs
(usually with some degree oI certainty) and then
deIine the staIIing actions that should be taken in
the near term to eliminate problems that may (or
may not) occur in the Iuture.
It is a way oI creating a longer-term staIIing
strategy that can be used as a context within which
the most eIIective near-term staIIing plans can be
made and staIIing actions implemented.
What Is the Objective oI Strategic StaIIing?
86
IdentiIy and prioritize longer-term staIIing
issues and implications those that arise Irom
your business strategies and plans.
A staIIing issue usually involves a signiIicant
diIIerence between the staII that will be
available and the staII that will be needed to
implement business strategies eIIectively.
An overview oI strategic staIIing process
87
Create a staIIing model that speciIically deIines shortages and
surpluses oI talent, including:
DeIining the number (staIIing levels) and types (capabilities)
oI employees that will be needed at a particular point in the
Iuture to implement business plans eIIectively (oIten
including how that staII should be organized and deployed)
IdentiIying the staIIing resources that are currently available
Projecting the supply oI talent that will be available at that
point in the Iuture Ior which requirements have been deIined
(e.g., Iactoring in the eIIects oI turnover, retirements, planned
movement, etc.)
Calculating speciIic diIIerences between anticipated demand
and Iorecasted supply
88
Develop speciIic staIIing strategies that most
eIIectively address the most critical staIIing
issues in the long run.
StaIIing strategies are usually long-term,
directional plans oI action that describe what
will be done to address critical staIIing issues.
89
Finally, deIine and evaluate near-term
staIIing alternatives within this strategic
context, selecting and implementing those
short-term staIIing actions (such as
recruiting and internal placement) that best
support the implementation oI the staIIing
strategies.
90
DeIining the job in terms oI desired perIormance and behavior
(Job speciIication and Job descriptions) is important Iirst
step, while making recruitment and selection decisions.
Job analysis is the process oI analyzing Knowledge, Skills,
Abilities, and Other characteristics (KSAOs).
To assess the applicant Ior suitability oI job, valid and reliable
instruments should be used.
Strategic staIIing is the process oI identiIying and addressing
the staIIing implications oI business strategies and plans to
decide on current and Iuture job requirements.
Conclusion
91
MHRM
02.10.2010
Discussion Discussion- - 04 04
92
reemploymenL LesL
CognlLlve AblllLy ln ersonnel SelecLlon ueclslons
ersonallLy ln ersonnel SelecLlon
LmoLlonal lacLors as SelecLlon CrlLerla
SlLuaLlonal !udgmenL 1esLs
sychologlcal and hyslcal examlnaLlon
SelecLlon/8ecrulLmenL lnLervlew
1ypes and componenLs of employmenL lnLervlews
Cnllne recrulLmenL CompuLer8ased 1esLlng
LvaluaLlng selecLlon Lechnlques 8ellablllLy valldlLy cosLbeneflL (uLlllLy)
analysls
AblllLy LesLlng
Ceneral menLal ablllLy
speclflc ablllLles
work samples
CuLllne
93
Any LesLs admlnlsLered on prospecLlve candldaLes for a [ob
Lo predlcL Lhelr fuLure performance ls known as enLry or
preemploymenL LesL whlch may lnclude aperpen LesLs
drug LesLs psychologlcal physlcal lnLegrlLy personallLy
LesLs eLc
1he usage of enLry or preemploymenL LesLs was falrly
exLenslve durlng Lhe perlod followlng World Warll and
remalned as an effecLlve Lool of preassessmenL of people
for a parLlcular [ob Llll 1990
lL has galned favor agaln ln modern Llmes due Lo
lncreased securlLy concerns
ShorLage of skllled labor
LnLry/reemploymenL 1esLs
94
1he purpose of an enLry or preemploymenL LesLs are
8eexamlnlng exlsLlng or prevlously used LesLs Lo supporL for
lncreaslng array of onllne opLlons whlle remalnlng senslLlve
Lo cerLaln appllcanL populaLlons llke older workers who may
be more comforLable wlLh paper and pencll LesLs
Lxamlnlng areas llke quanLlflable skllls (compuLer knowledge
personal quallLles llke honesLy lnLeresLs learnlng and llnklng
ablllLles eLc )
P8 professlonal should be careful of posslble adverse lmpacL
[ob relaLedness and overrellance on LesLs scores as Lhe basls
for selecLlon
95
1esLs glven Lo prospecLlve employees may help Lo
redlcL accepLable or unaccepLable onLhe[ob
behavlor
Mlnlmlze or ellmlnaLe blas ln Lhe lnLervlew and
selecLlon process
Allow employers Lo ldenLlfy poLenLlally unflL workers
ldenLlfy responslble lndlvlduals capable of worklng
under cerLaln worklng condlLlons and Lralnlng
8educe Lhe cosL of recrulLlng hlrlng and Lralnlng
ConLd
Pow reemploymenL LesLs are used?
96
ldenLlfy fuLure supersLars
ldenLlfy addlLlonal [ob facLors LhaL should be Laken lnLo
accounL
llash ouL facLors LhaL could be deLrlmenLal on Lhe [ob
Safeguard agalnsL socalled professlonal appllcanLs who
prlde Lhemselves on belng able Lo mlslead lnLervlewers
and
ldenLlfy workers requlrlng exLra asslsLance or Lralnlng
Pow reemploymenL LesLs are used?
97
Lnables employers Lo maLch Lhe lndlvldual ablllLles and
poLenLlal wlLh Lhe requlremenLs of a glven [ob
ldenLlfles cerLaln deslrable and undeslrable LralLs
roLecLs agalnsL charges of negllgenL hlrlng
SubsLlLuLes for reference checks
ls lnherenLly ob[ecLlve lf valldaLed and
ulsLlngulshes beLween oLherwlse slmllarly quallfled
appllcanLs
1esLlng advanLages
98
SubsLlLuLes for effecLlve lnLervlewlng skllls
ALLempLs Lo predlcL who wlll do well
Screens ouL quallfled lndlvlduals
ALLempLs Lo evaluaLe fuLure [ob sulLablllLy
SubsLlLuLes for onLhe[ob Lralnlng ln [ob requlrlng
mlnlmal learnlng and
ls vlewed as solvlng mulLlple employmenL
problems
1esLlng dlsadvanLages
99
< P8 professlonals responslble for admlnlsLerlng preemploymenL LesLs
should be famlllar wlLh LesLlng pollcles whlch could be dlssemlnaLed
Lhrough workshops and oLher channels
< Some lmporLanL componenLs of such a pollcy may lnclude
1he prlmary ob[ecLlve of LesLlng
1he organlzaLlonal commlLmenL Lo compllance wlLh employmenL
laws
lnformaLlon perLalnlng Lo whlch appllcanLs wlll be LesLed
Who wlll conducL and lnLerpreL LesL resulLs and under whlch crlLerla
1esLlng condlLlons and
uescrlpLlon of all LesLs currenLly used
reemploymenL LesLlng pollcles
100
urug LesLs
urlne screenlng LesLs (some approxlmaLe values are
glven ln Lable)
8lood LesLs
Palr LesLs
CrlLlcal Lracklng Assesses on Lhe spoL employee
flLness by measurlng flne hand eye coordlnaLlon and
reacLlon Llme
aplllary reacLlon 1esLs pupll's reacLlon Lo llghL
ulfferenL Lypes of preemploymenL LesLs
101
<sychologlcal LesLs
Ceneral lnLelllgence LesL
ApLlLude LesLs WhaL a person can accompllsh on Lhe basls of
whaL she knows
AchlevemenL LesLs Measure currenL skllls knowledge and
accompllshmenL
<ersonallLy LesLs
ro[ecLlve LesLs LvaluaLe how a person descrlbes lnLerpreLs
or aLLaches meanlng Lo cerLaln unsLrucLured sLlmull
ersonallLy lnvenLorles Seek Lo uncover personal
characLerlsLlcs LhoughLs feellngs aLLlLudes and behavlors
Craphology handwrlLlng analysls
102
A wlde varleLy of apLlLude LesLs
verbal measures crlLlcal verbal reasonlng lmporLanL ln sales/ markeLlng
numerlcal measures numeracy and reasonlng slgnlflcanL ln banklng
lnsurance and relaLed flelds
Clerlcal measures Lhe ablllLy of Lhe candldaLe Lo noLlce mlsLakes and speed
and accuracy
Sensory measures coordlnaLlon of color sound and vlsual aculLy lmporLanL ln
LexLlles lnLerlor decoraLlon auLomoblle lndusLry eLc
SpaLlal ablllLy a career ln space llke asLronauLs or relaLed [obs
Mechanlcal ablllLy measures how fasL Lhe candldaLe can lnLerpreL and solve
problems relaLed Lo mechanlcal faulLs lmporLanL for englneerlng [obs
ulagrammaLlc dexLerlLy measures loglcal reasonlng uslng plcLures and
dlagrams lnsLead of LexL or numbers
ApLlLude LesLs
103
lnLegrlLy LesLs
olygraph and oLher mechanlcal lle deLecLor LesLs
Legal under cerLaln clrcumsLances such as ln some
securlLy senslLlve [obs
WrlLLen honesLy LesLs lncludlng
CverL LesL 1argeLs an appllcanL's apLlLude abouL speclflc
aspecLs of dlshonesLy
velled purpose LesLs ose seemlngly lrrelevanL quesLlons
hyslcal LesL
reemploymenL physlcal exam
1esL of physlcal ablllLy sychomoLor LesLs
104
< CognlLlve AblllLy ls unlque as a consLrucL whlch predlcLs an exLenslve
range of lmporLanL behavlors and llfe ouLcomes such as academlc
achlevemenL healLhrelaLed behavlors moral dellnquency soclo
economlc sLaLus raclal pre[udlce dlvorce accldenL proneness
occupaLlonal sLaLus and even deaLh
< lnLelllgence/cognlLlve ablllLy ls a very general menLal capablllLy LhaL
among oLher Lhlngs lnvolves Lhe ablllLy Lo reason plan solve
problems Lhlnk absLracLly comprehend complex ldeas learn qulckly
and learn from experlence lL ls noL merely book learnlng a narrow
academlc sklll or LesLLaklng smarLs 8aLher lL reflecLs a broader and
deeper capablllLy for comprehendlng our surroundlngs caLchlng
on" maklng sense of Lhlngs" or flgurlng ouL" whaL Lo do
(CoLLfredson 1997a)
105
CognlLlve AblllLy (CA) LesLs are good predlcLors
of Lralnlng and [ob performance whlch has
relaLlvely lesser moderaLlon by slLuaLlonal
lnfluences seLLlng valldaLlon sLraLegy crlLerlon
measuremenL or culLural conLexL
1he predlcLlve valldlLles of CA LesLs lncrease
wlLh lncreaslng [ob complexlLy
redlcLlve valldlLy of CA helps organlzaLlon flghL
wlLh flnanclal and economlc losses ln personnel
selecLlon
106
< ersonallLy measures have been used ln lndusLrlal work and
organlzaLlonal (lWC) psychology slnce 1920 when Lhey were
lnlLlally used ln lndusLry for personnel selecLlon purposes
< 1he llve lacLor Model (8lg 3) of personallLy served as one of
Lhe flagshlps for Lhe examlnaLlon of LralLoccupaLlonal crlLerla
relaLlonshlps over Lhe pasL flfLeen years
penness (lnvenLlve / curlous vs conslsLenL / cauLlous)
onsc|ent|ousness (efflclenL / organlzed vs easygolng / careless)
trovers|on (ouLgolng / energeLlc vs shy / reserved)
Agreeab|eness (frlendly / compasslonaLe vs compeLlLlve /
ouLspoken)
-eurot|c|sm]emot|ona| stab|||ty (senslLlve / nervous vs secure /
confldenL)
107
lf you wlsh Lo predlcL [ob performance Lralnlng proflclency
counLerproducLlve behavlors leadershlp and emoLlons aL work Lhe 8lg
llve are lmporLanL varlables you should conslder
lf you declde Lo assess Lhe 8lg llve ln Lhe workplace you should Lake lnLo
accounL Lhe model on whlch Lhe measure ls based
lf you wlsh Lo use emoLlonal lnLelllgence measures you should know LhaL
lLs valldlLy ls only modesL aL besL and LhaL lL ls noL a slngle or prlmary
dlmenslon of ablllLy or ersonallLy
lf you wlsh Lo use personallLy measures you should use quesLlonnalres wlLh
norms speclflcally developed for [ob appllcanLs ln order Lo avold Lhe effecLs
of Lhe lnLenLlonal dlsLorLlon on Lhe LesL scores lnLenLlonal dlsLorLlon does
noL affecL Lhe valldlLy of Lhe personallLy measures and Lherefore can be
confldenLly used for personnel selecLlon purposes
lmpllcaLlon for pracLlce
108
LmoLlon affecLs work behavlor very dlrecLly ln our
obvlous expresslon of lL for example negaLlve and
poslLlve senLlmenLs
LmoLlon also affecLs work behavlor Lhrough Lhe range of
behavlor less obvlously Lhe resulL of emoLlon such as
reslsLance Lo change
LmoLlonal selecLlon crlLerla may lnclude
lJeotlfyloq exttemes
lJeotlfyloq tbe sootce of bebovlot
Aotbeotlc exptessloo
uevelopmeotol ptoqoosls ooJ
lotslmooy
LmoLlonal lacLors as SelecLlon CrlLerla
109
< erformancebased tests by Mayer Sa|ovey and co||eagues
1he MayerSaloveyCaruso LmoLlonal lnLelllgence 1esL (MSCLl1) conslsLs of sub
LesLs each of whlch asks Lhe candldaLe Lo carry ouL Lasks (such as recognlzlng Lhe
emoLlon ln a face) Lo whlch Lhere are rlghL and wrong answers 1he flnal score ls
based on how Lhe candldaLe performed 1here are dlfferenL verslons of Lhe
MSCLl1 as well as an earller LesL by Lhe same auLhors
lor Lhe P8 pracLlLloner Lhe mosL lmporLanL polnL musL be wheLher Lhe quallLles
measured acLually predlcL performance aL work As wlLh any oLher LesL Lhls one
should only be used afLer lLs predlcLlve valldlLy has been conflrmed
< mot|ona| uot|ent Inventory (|) by 8arn
1hls selfreporL of 13 subscales of Ll ls seen by MaLLhews eL al Lo overlap so
heavlly wlLh personallLy measures (parLlcularly Lhe 8lg llve) for Lhem Lo conclude
LhaL Lhls should be a cause of concern for Lhose organlzaLlons prepared Lo employ
lL ln personnel selecLlon"
1o Lhem Lhere seems llLLle reason Lo use lL as well as a 8lg llve lnvenLory
1esLs of emoLlonal lnLelllgence
110
<mot|ona| ompetence Inventory (I)
<1hls lnvenLory markeLed by Lhe Pay consulLancy alms
Lo provlde a measure of Coleman's model of Ll
compeLencles comprlsed of
Selfawareness Lhe ablllLy Lo read one's emoLlons and
recognlze Lhelr lmpacL whlle uslng guL feellngs Lo gulde
declslons
SelfmanagemenL lnvolves conLrolllng one's emoLlons and
lmpulses and adapLlng Lo changlng clrcumsLances
Soclal awareness Lhe ablllLy Lo sense undersLand and reacL
Lo oLhers' emoLlons whlle comprehendlng soclal neLworks
8elaLlonshlp managemenL Lhe ablllLy Lo lnsplre lnfluence
and develop oLhers whlle managlng confllcL
111
1he measuremenL of compeLencles ls a perfecLly valld approach and Lhe one
LhaL wlll probably conLlnue Lo be adopLed for mosL selecLlon declslons
ln Laklng Lhls approach we check Lhe persons behavlor raLher Lhan Lhe reasons
behlnd Lhe behavlor Powever for some vacancles Lhere would seem Lo be
added value ln flndlng ouL abouL relevanL aspecLs of a person's emoLlonal
funcLlonlng ln dolng so we can screen ouL Lhe person who ls llkely Lo behave
lnapproprlaLely when noL on besL behavlor"
We can also seek Lo ldenLlfy wheLher Lhe source of a parLlcular behavlor ls
ephemeral or deepseaLed and we can choose people who wlll produce Lhe
approprlaLe emoLlons for Lhe role ln an auLhenLlc way
knowlng abouL Lhe source of behavlor also enables us Lo esLlmaLe Lhe ease
wlLh whlch lL can be developed and ylelds a more parslmonlous lnslghL lnLo Lhe
person Lhan sLudylng behavlor lLself
112
1he lncluslon of slLuaLlonal [udgmenL LesLs (S!1s) ln a baLLery of predlcLor measures
has become lncreaslngly common ln personnel selecLlon research and pracLlce
S|tuat|ona| Iudgment 1ests (S!1s) or Inventor|es (SIIs) are a Lype of psychologlcal
LesL whlch presenL Lhe LesLLaker wlLh reallsLlc hypoLheLlcal scenarlos and ask
Lhem Lo ldenLlfy an approprlaLe response 1hese are generally ln a mulLlple cholce
formaL buL represenL a dlsLlncL psychomeLrlc approach from Lhe common
knowledgebased mulLlple cholce lLem 1hey are ofLen used ln lndusLrlal
organlzaLlonal psychology appllcaLlons such as personnel selecLlon
MulLlple facLors such as Lhe readlng level of Lhe S!1 Lhe dlmenslonallLy of S!1
scores Lhe varlous Lypes of performance componenLs ln S!1s Lhe conLenL of S!1
slLuaLlons Lhe formaL of Lhe response lnsLrucLlons Lhe cognlLlve processes LhaL
Lransplre when examlnees choose a response Lhe LesLLaklng seLLlng as well as Lhe
posslble examlnaLlon ouLcomes moLlve sLrucLures and experlences of Lhe
respondenLs are consldered whlle admlnlsLerlng such LesLs
113
Advantages of SI1s
1hey show reduced levels of adverse lmpacL by gender and eLhnlclLy compared Lo
cognlLlve ablllLy LesLs
1hey use measures LhaL dlrecLly assess [ob relevanL behavlors
1hey can be admlnlsLered ln bulk elLher vla pen and paper or onllne
1he S!1 deslgn process resulLs ln hlgher relevance of conLenL Lhan oLher
psychomeLrlc assessmenLs 1hey are Lherefore more accepLable and engaglng Lo
candldaLes compared Lo cognlLlve ablllLy LesLs slnce scenarlos are based on real
lncldenLs
lL ls unllkely LhaL pracLlce wlll enhance candldaLe performance as Lhe answers
cannoL be arrlved aL loglcally a response Lo a slLuaLlon may be approprlaLe ln one
organlzaLlon and lnapproprlaLe ln anoLher
1hey can Lap lnLo a varleLy of consLrucLs ranglng from problem solvlng and
declslon maklng Lo lnLerpersonal skllls 1radlLlonal psychomeLrlc LesLs do noL
accounL for Lhe lnLeracLlon beLween ablllLy personallLy and oLher LralLs
1hey can be used ln comblnaLlon wlLh a knowledge based LesL Lo glve a beLLer
overall plcLure of a candldaLes apLlLude for a cerLaln [ob
114
SelecLlon lnLervlews play an lmporLanL role as a
source of assesslng Lhe cognlLlve soclal and oLher
relaLed ablllLles of an appllcanL
A comprehenslve undersLandlng of Lhe effecLs of
Lhe core processes on Lhe ouLcomes of Lhe
lnLervlew requlres a conslderaLlon of Lhe conLexLs of
Lhe lnLervlew
1hese conLexLs lnclude Lhe lnLervlew Lasks lmposed
on Lhe core process Lhe overall human resource
managemenL funcLlon Lhe organlzaLlon and Lhe
envlronmenL of Lhe organlzaLlon
115
1ask contet
1he elemenLs of lmposed Lask sLrucLure
!ob relaLedness
CuesLlon focus
8ehavlorally based raLlng scales
8esLralnLs on quesLlonlng
1he use of alLernaLlve medla
uslng mulLlple lnLervlewers
AccounLablllLy
noLe Laklng
SLaLlsLlcal comblnaLlon of raLlngs Lo form [udgmenLs
LlmlLed access Lo anclllary daLa
ConslsLenL use of a declslon model and
1ralnlng and lnsLrucLlon
116
lmpacL of lnLervlew sLrucLure on Lhe core ouLcomes of
lnLervlews
CuallLy of assessmenLs consLrucL valldlLy
CuallLy of assessmenLs accuracy of sLrucLured and
unsLrucLured lnLervlews
8ecrulLlng ouLcomes
lalrness and
CuallLy of Lhe lnLervlewee's declslons
Puman resource managemenL pracLlces and sLraLegles llke
recrulLlng sLafflng reLalnlng eLc
CrganlzaLlonal conLexL CulLure sLrucLure sLraLegy leadershlp
power
LnvlronmenLal conLexL naLlonal culLure sLakeholders
lnsLlLuLlons and economy
117
Core process of a !ob lnLervlew
118
lormaL of lnLervlew should lnclude flve crlLlcal
phases
Maklng lnLroducLory remarks abouL whaL ls Lo Lake place
durlng Lhe lnLervlew
Asklng quesLlon abouL an appllcanL's educaLlon and prlor
work hlsLory as Lhey relaLe Lo Lhe requlremenLs of Lhe
[ob as well as abouL relevanL lnLanglble quallLles
rovldlng lnformaLlon abouL Lhe [ob openlng lLs salary
and beneflLs and Lhe organlzaLlon
Answerlng quesLlons abouL Lhe [ob and Lhe organlzaLlon
lnformlng Lhe appllcanL abouL whaL happens nexL
before endlng Lhe lnLervlew on a poslLlve noLe
ComponenLs of employmenL lnLervlew
119
p|oratory |nterv|ews are mosLly conducLed ln lnformal lnLervlew seLLlngs llke [ob falr eLc
1he ob[ecLlve ls Lo lndlrecLly and lnformally evaluaLe Lhe candldaLe for sulLablllLy of a
parLlcular [ob Powever Lhe same could noL be used as subsLlLuLe Lo an lndepLh lnLervlew
1e|ephone screen|ng |nterv|ews are lnLended Lo accompllsh one of Lhe Lwo ob[ecLlves
1o esLabllsh conLlnued lnLeresL ln a [ob appllcanL LhaL resulLs ln Lhe schedullng of an appolnLmenL Lo
meeL ln person for a deLalled lnLervlew
1o deLermlne LhaL Lhe appllcanL's quallflcaLlon does noL maLch Lhe [ob speclflcaLlons
I|deo screen|ng |nterv|ews are prlmarlly used as a Lool for screenlng mld and execuLlve level
appllcanLs lL ls a cosL effecLlve Lechnlque whlch allows lnLervlewers Lo observe long
dlsLance appllcanL whlle slmulLaneously Lalklng wlLh Lhem
uman kesource Interv|ews conducLed by P8 experLs could be boLh broad based and [ob
speclflc lL ls Lhe longesL and mosL comprehenslve Lype of employmenL lnLervlew whlch has
relaLlvely hlgher rellablllLy and valldlLy Lhan oLhers
1ypes of employmenL lnLervlew
120
1he departmenta| |nterv|ews are conducLed by Lhe deparLmenLal heads or
managers and are relaLlvely [ob speclflc wlLh lesser aLLenLlon Lo generallzed
lnformaLlon
ane| |nterv|ews A Leam of people comprlsed of managers Lop managemenL and
fleld experLs conducL Lhls klnd of lnLervlews 1hese Lype of lnLervlews are
conducLed Lo save Lhe Llme Lo schedule Lhree separaLe lnLervlews and Lo compare
lmpresslons of appllcanLs as Lhey answer quesLlons AssessmenL Lend Lo be more
accuraLe and conslsLenL ln Lhls process as every one bases hls/her declslon on same
lnformaLlon
eer |nterv|ews are conducLed by Lhe colleagues of a poLenLlal employee whlch
are speclflcally helpful ln [obs requlrlng Leamwork
Stress |nterv|ews 1he appllcanL ls dellberaLely puL on guard made Lo lll aL ease or
LesLed for some purpose known only Lo Lhe lnLervlewer 1he purpose ls Lo flnd ouL
how an appllcanL behaves ln sLressful condlLlons
121
C81 ls galnlng popularlLy overLlme
C81 allows Lhe LesL Laker Lo read Lhe
lnsLrucLlons and quesLlons from compuLer
monlLor and Lhen respond by uslng elLher a
llghL pen whlch allows wrlLlng dlrecLly on
screen a mouse Lo cllck on lLems on Lhe
screen or a keyboard for Lyplng ouL answers
CompuLer 8ased 1esLlng (C81)
122
Advantages of 81
Convenlence lL offers Lhe LesL Laker a wlder cholce of LesLlng locaLlons and LesLlng
daLes (Lxample C8L LesLs)
ConslsLency Well conLrolled LesL envlronmenLs and conslsLenL LesL admlnlsLraLlon are
by roducLs of C81s
Lfflclency lL offers shorLer Llme and fasLer score reporLlng wlLh lmmedlaLe resulLs mosL
of Lhe Llme
Lase 1hese are relaLlvely easler Lhen LradlLlonal paper pen based LesLs Avallable
LuLorlals help undersLandlng Lhe procedure qulLe easlly
SecurlLy lL offers lncreased mulLlple levels of securlLy Lhrough encrypLlon and
password proLecLlon
ulverslLy of quesLlons A wlde range of quesLlon Lypes are avallable for LesL
admlnlsLraLors who flnd lL easler and qulcker ln selecLlng relevanL quesLlons for a
parLlcular LesL Laker
varled presenLaLlons lnformaLlon ls presenLed ln mulLlple formaLs uslng graphlcs
volce acLlvaLed responses spllL screens slmulLaneous dlsplay LexL and quesLlons eLc
Accuracy 1here are relaLlvely fewer chances of LranscrlpLlon errors whlch may
accompany bubble answer sheeL requlrlng paper and pencll LesLs
123
ulsadvanLages of C81
CompuLer llLeracy ls mandaLory for Lhese Lypes of
LesLs
1hese do noL offer flexlblllLy le C81s prevenL
Lhem from reLurnlng Lo a prevlously answered
quesLlon 1hey are also noL allowed Lo [ump
around wlLhln a secLlon
CosL relaLed Lo Lhe sLarL up and malnLenance of
C81s lncludlng sofLware and help desk/supporL
cosLs are percelved by some as belng prohlblLlve
124
valldlLy refers Lo wheLher a LesL measures whaL lL ls
supposed Lo measure
1ypes of valldlLy
LvaluaLlng selecLlon Lechnlques
125
1ypes of valldlLy
126
8ellablllLy refers Lo wheLher Lhe measuremenL
provlded ls conslsLenL
Slmply puL a rellable measurlng lnsLrumenL ls one
whlch glves you Lhe same measuremenLs when you
repeaLedly measure Lhe same unchanged ob[ecLs or
evenLs We shall brlefly dlscuss here meLhods of
esLlmaLlng an lnsLrumenL's rellablllLy
8ellablllLy
127
1estketest ke||ab|||ty 1he mosL sLralghLforward meLhod of esLlmaLlng rellablllLy ls
Lo admlnlsLer Lhe LesL Lwlce Lo Lhe same seL of sub[ecLs and Lhen correlaLe Lhe Lwo
measuremenLs (LhaL aL 1lme 1 and LhaL aL 1lme 2) earson t ls Lhe lndex of
correlaLlon mosL ofLen used ln Lhls conLexL lf Lhe LesL ls rellable and Lhe sub[ecLs
have noL changed from 1lme 1 Lo 1lme 2 Lhen we should geL a hlgh value of t (07
080 090 )
A|ternate]ara||e| Iorms ke||ab|||ty lf Lhere are Lwo or more forms of a LesL we
wanL Lo know LhaL Lhe Lwo forms are equlvalenL (on means sLandard devlaLlons
and correlaLlons wlLh oLher measures) and hlghly correlaLed 1he t beLween
alLernaLe forms can be used as an esLlmaLe of Lhe LesLs' rellablllLy
Sp||ta|f ke||ab|||ty An alLernaLlve approach ls Lo correlaLe scores on one random
half of Lhe lLems on Lhe LesL wlLh Lhe scores on Lhe oLher random half 1haL ls [usL
dlvlde Lhe lLems up lnLo Lwo groups compuLe each sub[ecL's score on Lhe each half
and correlaLe Lhe Lwo seLs of scores
1ypes of rellablllLy
128
Spearman8rown 8educlng Lhe number of lLems
on a LesL generally reduces lL rellablllLy coefflclenL
1o geL a beLLer esLlmaLe of Lhe rellablllLy of Lhe full
LesL we apply Lhe Spearman8rown correcLlon
1hls mean ls known as Cronbach's coefflclenL alpha
le correcLed spllLhalf rellablllLy coefflclenL for
every one of Lhe posslble spllLhalves and Lhen
flndlng Lhe mean of Lhose coefflclenLs
Ma|m|zed Lambda4 was Lhe mosL conslsLenLly
accuraLe of Lhe Lechnlques 1o obLaln maxlmlzed 2
4

one slmply compuLes 2
4
for all posslble spllLhalves
and Lhen selecLs Lhe largesL obLalned value of 2
4

1ypes of rellablllLy
129
<C8A ls a process for sysLemaLlcally ldenLlfylng Lhe cosLs
and beneflLs arlslng ln a pro[ecL ln boLh quanLlLaLlve
and quallLaLlve Lerms and Lakes lnLo accounL Lhelr
Llmlng lL provldes a means of comparlng a number of
opLlons whlch represenL dlfferenL courses of acLlon Lo
meeL Lhe requlremenLs of a selecLlon process
<1he economlc vlablllLy of a process can Lhen be
esLabllshed and a declslon can be made on whlch
opLlon lf any Lo pursue wlLh a full undersLandlng of
Lhe llkely flnanclal consequences
CosL8eneflL Analysls (C8A) for a
selecLlon process
130
MulLlple assessmenL Lechnlques are used Lo assess Lhe sulLablllLy of an
employee for a parLlcular [ob whlch lnclude among oLhers
reemploymenL LesLs
aper pencll LesL
urug LesL
hyslcal LesL
sychologlcal LesL
ersonallLy LesL
lnLelllgence LesL
LmploymenL lnLervlew
lL ls very lmporLanL Lo use a rellable and mosL valld Lype of LesL
lnsLrumenL ln accordance wlLh Lhe requlremenL of [ob conslderlng Lhe
cosL effecLlveness of Lhe Lool
Concluslon
131
Discussion - 05
08.10.2010
132
< Second 8ounds and Cffers
< SLrucLurlng CompensaLlon Cffers
< ulfferenL Lypes of quesLlons for a LesL or lnLervlew
< uocumenLlng Lhe lnLervlew
< !ob erformance AssessmenL lssues ln ersonnel
SelecLlon
< 1he redlcLlon of 1yplcal and Maxlmum erformance ln
Lmployee SelecLlon
< 1he redlcLlon of ConLexLual erformance
< ueclslon Maklng ln SelecLlon
< LLhnlc 8las
< 8ackground and reference check
CuLllne
133
To give the candidates an up-close view oI who
you are and what it would be like to work Ior you
(the organization);
To provide an opportunity Ior you (the
organization) to assess their backgrounds and
their Iit with the company and your jobs; and
To continue to build your reputation with
candidates and your internal capability to recruit
top talent into the company.
THE P&RPOSE OF SECOND RO&NDS
134
Cne of Lhe Lop challenges recrulLers hear over
and over ls
ow Jo we tectolt Jevelop ooJ keep
tbe best toleot?
1he above challenge conLlnues Lo haunL Lhe
organlzaLlons' radar screens
POINTS TO PONDER
135
Whether vigorously growing or decidedly slowing,
the best and the brightest employees are always in
strong demand by great companies or by those
aspiring to be so.
It takes strategy, imagination, and execution to
recruit, develop, and keep this talent whether new
recruits or your current employees.
To build a recruiting program Irom the ground up
Irom determining your hiring needs to researching
and evaluating schools to creating a winning
presence on your chosen campuses.
POINTS TO PONDER
136
To improve signiIicantly, or expand strategically, an existing
recruiting Program.
To gain insight on best practices across industries in
interviewing, interviewer training, the callback process,
compensation/oIIers, and job descriptions
To add to your repertoire, your toolkit`` as a manager oI
people or as an HR proIessional retention strategies, recruiting
on-the-Ily when there`s no time Ior planning, and top
employment related websites, among other critical knowledge
and skills
To beneIit Irom the advice oI a diversity oI Irontline managers
a CFO, COO, VPs oI HR, marketing, and engineering, among
others on what works Ior them, their philosophies and
approaches, and their proven ideas
POINTS TO PONDER
137
Plan and execute on-site second rounds
Design the Agenda
Involve a mix oI levels, Iunctions, and personalities, but the
emphasis is on interviewing
For any events, speeches, interviews, and activities, you also
need a designated timekeeper to keep people on track and
moving.
Rate the candidates and decide on oIIers
Make offers that get accepted
Do your homework
Decide on choosing to make oIIers i.e. sequentially, in
waves, or open
Turn up the volume to make the oIIers Ieel really special
Make a point, without going over the top, to keep in contact
with all those you`ve made oIIers to.
Get feedback, give thanks, make improvements, start again
Second Rounds and OIIers
138
Foundational knowledge: what is total
compensation?
DeIine components oI compensation like base
salary, short-term incentives, beneIits and
perquisites; long-term incentives etc.
A macro view: external considerations
A micro view: internal considerations
Structuring Compensation OIIers
139
Approach the negotiation as iI you are already on the same
side oI the table with the candidate and on the same team.
Try to create a win-win situation.
Ascertain the candidate`s motivations, what he or she values
most, and what components oI the total package, tangible
and intangible, are have-to-haves or give-aways.
Get a sense oI what would make the candidate say yes or
walk away.
Know your own degrees oI Ireedomwhat you can or
cannot negotiate or are willing to do or not to do. Know
your walk-aways as well, since eight out oI ten candidates
will try to negotiate Ior more.
ELEMENTS OF THE NEGOTIATION
140
The sum total oI the elements you are
negotiating include:
Base salary - Timing oI Iirst salary review
Sign-on bonus - Bonus target
Stock option grant - Relocation Ieatures
Title - Vesting schedules
Start dates - BeneIits
Relocation support - Vacation
ELEMENTS OF THE NEGOTIATION
141
How excited and happy you are to be able to make an oIIer.
The main components oI the oIIer. For stock options, any
pertinent inIormation you can share (how many? current
valuation oI the company, and the vesting schedule). Any
special circumstances oI the job, such as three rotations oI 8 to
12 months, each including one international assignment.
For the compensation components that are more complex or
detailed (relocation or medical beneIits), let them know that
someone in HR will be calling to Iollow up. II your company
has a brochure, a Website address, or a one-pager with this
kind oI inIormation, you could give that to them Ior reading
and they can ask questions later when the HR manager
Iollows up.
TALKING POINTS FOR MAKING YO&R OFFERS
142
Time to consider the oIIer, and the deadline Ior
responding. It helps here iI the deadline is Iirm,
and iI you tell them why. An explanation may be
that many candidates are waiting in the wings,
and iI the candidate doesn`t accept your oIIer, you
need to go to other candidates beIore they have
already accepted other jobs. Appeal here to the
sense oI Iair play and responsibility to peers.
Ask whether the candidate has questions or needs
more inIormation to make a decision, and
indicate how you`ll Iollow up.
TALKING POINTS FOR MAKING YO&R OFFERS
143
CompeLency based quesLlon CompeLency ls
deflned as skllls LralLs quallLy or characLerlsLlcs a
person's ablllLy Lo effecLlvely perform Lhe duLles
and responslblllLles of a [ob CuesLlons posed Lo
ldenLlfy such LralLs and ablllLles of appllcanL are
known as compeLency based quesLlon
1here are four caLegorles of compeLencles
1anglble or measureable skllls
knowledge
8ehavlor and
lnLerpersonal skllls
DiIIerent types oI interview questions
144
locuslng on one seL of compeLencles aL Lhe cosL of
oLhers can negaLlvely effecL Lhe overall recrulLlng
process
CompeLenL people are consldered as beLLer
performer Lhan oLhers
1hey en[oy Lhelr work and are more saLlsfled
workers whlch ulLlmaLely effecLs Lhelr producLlvlLy
and level of cusLomer saLlsfacLlon
1hey remaln wlLh Lhe organlzaLlon for longer Llme
and help reduclng Lhe Lurn over raLe
lmpacL of compeLencles
145
CompeLency based quesLlons focus on relaLlng pasL [ob performance wlLh
probable fuLure on Lhe [ob behavlor
1hese quesLlons are based on speclflc [ob relaLed skllls ablllLles and LralLs
and Lhe answer reveal Lhe llkellhood of slmllar fuLure performance
C8Cs seek speclflc examples LhaL wlll allow you Lo pro[ecL how an
appllcanL ls llkely Lo perform ln your organlzaLlon Powever Lhe accuracy
of such predlcLlon ls sub[ecL Lo slmllar envlronmenLal condlLlon as LhaL of
Lhe pasL performance
C8Cs allow you Lo make hlrlng declslons based on facLs
1hese are sLrucLured [ob speclflc and focused on relevanL concreLe and
lnLanglble quallLles
1hese quesLlons generally do and should represenL 70 of Lhe enLlre
lnLervlew
CharacLerlsLlcs of compeLency based quesLlons
146
Stage urpose ercentage of t|me Leve| of
effect|veness |n
ask|ng 8s
8apporL sLage uL appllcanL aL ease 2 none
lnLroducLory
sLage
8egln appllcanL assessmenL 3 Mlnlmal
Core sLage CaLher lnformaLlon abouL [ob
speclflc skllls knowledge
behavlor and lnLerpersonal
skllls
83 Plgh
ConflrmaLlon
sLage
verlfy lnformaLlon acqulred
Lhus far
3 Mlnlmal
Closlng sLage LasL chance for lnLervlewer Lo
cover relevanL compeLencles
3 hlgh
When Lo ask C8Cs
147
1he lnLervlewer may ask quesLlon Lo check followlng Lypes of ablllLles/ compeLencles
ueclslon maklng
roblem solvlng
CommunlcaLlon
uelegaLlon
1lme managemenL
lollow lnsLrucLlons
1elephone skllls
!uggllng mulLlple Lasks
ldeal work envlronmenL
SLrengLhs and areas requlrlng lmprovemenL
Worklng under pressure
MoLlvaLlon
Cenerlc CompeLency based quesLlons
148
Cpen ended quesLlons Lhese quesLlons requlre full mulLlple word responses 1he
answers generally lend Lhemselves Lo dlscusslon eg how would you descrlbe a
manager a leader? Pow do you manage your Llme?
PypoLheLlcal quesLlons 1hese are based on anLlclpaLed or known [ob relaLed Lasks
for Lhe avallable openlng Lg WhaL would you do lf? Pow would you
handle?
roblng quesLlons Lhere are Lhree Lypes of problng quesLlons
8aLlonale problng eg why how when or how ofLen
clarlfler problng eg whaL caused LhaL Lo happen? WhaL happened nexL eLc
verlfler problng eg you sLaLed on your resume LhaL Lell us exacLly whaL was Lhe
acLual cause? eLc
Close ended quesLlons quesLlons requlrlng one word Lo answer 1hese quesLlons
could be relaLed Lo pasL experlence or educaLlon or any oLher relevanL lnformaLlon
CLher Lypes of quesLlons
149
noLes serve as a permanenL record of an lnLervlew whlch help lnLervlewers assess an
appllcanL's [ob sulLablllLy ln relaLlon Lo Lhe [ob descrlpLlons and as compared wlLh
oLher appllcanLs
LffecLlve documenLaLlon Lechnlques lnclude
Cnly [ob relaLed facLs be referred Lo
A [ob descrlpLlon of Lhe appllcanL's behavlor speech aLLlre appearance Lo help
lnLervlewer dlfferenLlaLe beLween appllcanLs
ulrecLly quoLlng appllcanL's responses can be useful for Lhose [obs LhaL do noL
carry any experlenLlal or educaLlonal requlremenLs
lnLervlewers are urged Lo avold uslng polnL value sysLem Lled Lo forms LhaL clLe
sub[ecLlve caLegorles
LffecLlve documenLaLlon relles on ob[ecLlve language Any personal opLlons should
be supporLed by [ob relaLed lnformaLlon
uocumenLaLlon ls also useful Lo Lhe orlglnal lnLervlewer and oLhers conslderlng
re[ecLed appllcanLs for fuLure openlngs and Lhey can be used as evldence on
employmenL dlscrlmlnaLlon rules
uocumenLlng Lhe lnLervlew
150
8eference check becomes a challenglng Lask as Lhe employers
heslLaLe Lo dlsclose lnformaLlon abouL Lhe employees fearlng
lawsulLs on accounL of prlvacy or defamaLlon of characLer
LeglslaLlon llke lalr CredlL reporLlng AcL Common law uocLrlne of
Cuallfled rlvllege may acL a hurdle ln acqulrlng background
lnformaLlon abouL an employee
CrganlzaLlons seeklng such lnformaLlon musL have a wrlLLen pollcy
along wlLh accompanylng procedures for P8 and oLhers Lo follow
1hls pollcy should clearly sLaLe Lhe purpose of such lnformaLlon how
Lo geL lL whaL klnd of lnformaLlon ls necessary and how lL wlll be
used
Background and reIerence check
151
Carefully selecL a vendor Lo conducL your company's
background checks
1he safesL way Lo evaluaLe reference checks ls Lo vlew Lhem
as one of Lhe facLors Lo conslder ln maklng a flnal selecLlon
Workable reference guldellnes can ellmlnaLe any confuslon
abouL whaL Lo do when asklng for or provldlng lnformaLlon
8eference and background checkllsL can help wlLh
lnformaLlon Lracklng especlally durlng perlods of hlgh
volume lnLervlewlng
152
In any selection process, organizations wish
to distinguish between what applicants can
(i.e. maximum perIormance) and what they
will (i.e. typical perIormance) do in terms oI
their likely job perIormance.
The Prediction oI Typical and Maximum
PerIormance in Employee Selection
153
Prediction oI typical and maximum perIormance through
measures oI ability and motivation
ABILITY
MOTIVATION
Maximum:
when highly
Motivated
Typical:
under ongoing
work conditions
Predictor Performance
154
Typical and maximum perIormance to be diIIerent
though related constructs, and measures oI ability to
be better predictors Ior maximum than Ior typical
perIormance.
Predictors, such as structured interviews developed
to assess intentions or past choices, may serve
especially well to predict typical perIormance but
replications oI such Iindings are clearly needed.
Role oI motivation and ability during typical and
maximum perIormance hold true under at least some
conditions.
Typical versus Maximum PerIormance
155
Maximum perIormance situations may demand some
additional skills needed to a lesser extent during typical
perIormance, such as selI-management skills in the
sense oI the ability to regulate one`s thoughts and
emotions when under pressure.
As per pedagogical psychology, and Ieedback
intervention theory, maximum perIormance conditions
may raise cognitive interIerence and anxiety, giving
perIormers additional Ioes to battle against while they
are asked to concentrate on the task.
156
Predictors used in personnel selection and their proposed
relationships to typical and maximum perIormance
Measure Predicts . . . performance
Declarative knowledge Maximum
General mental ability (GMA) Maximum
Fluid intelligence/reasoning Maximum
Visual perception Maximum
Perceptuel speed Maximum
Memory Maximum Maximum
Ideational Iluency Maximum
Crystallized intelligence Maximum
Psychomotor skill Maximum
Physical skill Maximum
Interpersonal skill Maximum
SelI-management skill Maximum
Practical intelligence Maximum
Openness to experience Maximum
Extroversion Maximum
Assessment centers Interest Maximum Typical
Conscientiousness Typical
Integrity Typical
SelI-eIIicacy Typical
157
ob
performance
dimension
Description
Productivity
or task
perIormance
This dimension typically reIers to the actual counts oI the units produced or
ratings oI the same, as well as ratings oI behaviors deemed to constitute the
core tasks oI jobs.
Interpersonal
competence
This reIers to how well an individual behaves interpersonally at work as well
as builds and maintains relationships in the work environment; can variously
include
Leadership Behaviors associated with inspiring others, taking charge oI situations Ior
groups, bringing out extra perIormance in others, motivating others to scale
great heights. Sometimes speciIic components such as leadership judgment
and decision making could be stressed.
EIIort The persistence and initiative shown by individuals in getting tasks done.
Sometimes lack oI eIIort is reIlected in Iacets oI the counterproductive
behavior dimensions such as tardiness, absences.
Job
knowledge
Declarative and procedural knowledge to perIorm the job, including explicit
and implicit rules and procedures to Iollow.
Common job perIormance dimensions
158
1ob performance
dimension
Description
Counterproductive
behaviors
Negative behaviors that detract Irom the value oI
employees to the organization, that are disruptive as they
disrupt work-related activities, that are antisocial as they
violate social norms, and that are deviant as they diverge
Irom organizationally desired behaviors. Includes
withdrawal behaviors, rule breaking, theIt, violence,
substance abuse on the job, sabotage, etc. Originally
conceptualized as the polar opposite oI citizenship
behavior, recent empirical Iindings indicate that this is a
separate dimension Irom citizenship behaviors.
Citizenship
behaviors
Also reIerred to as contextual perIormance, pro-social
behavior, altruism, etc. ReIers to the extent an individual
contributes to the welIare oI the organization in ways not
Iormally stated in job descriptions.
Common job perIormance dimensions
159
IdentiIying level oI team aggregation
IdentiIying dimensions oI job perIormance that are common
across levels oI aggregation
IdentiIying dimensions oI job perIormance that are unique to
one level
SpeciIying composition models
Assessing equivalence oI rater techniques and methods across
levels
Assessing equivalence oI rater cognitive processes/biases in
individual and team evaluations
Distinguishing between assessing individual perIormance oI
employees in teams Irom team perIormance.
Team perIormance: issues to consider in personnel
selection
160
Are existing dimensions the same in diIIerent cultures? Are there new
dimensions oI job perIormance when assessing perIormance in
international contexts?
Are the behaviors associated with perIormance dimensions the same
in diIIerent cultures?
Are measurement techniques/rating scales comparable across
cultures?
Are the relative weights given to the diIIerent dimensions in assessing
overall perIormance the same across cultures?
Which raters (i.e., rating sources) have Iace validity and are deemed
acceptable in diIIerent cultures?
What dimensions should be used in validating predictors Ior expatriate
selection?
What Iactors diIIerentially inIluence the collection oI perIormance
appraisal data across cultures?
Issues in job perIormance assessment in international contexts
161
Contextual perIormance supports the larger
environment in which task perIormance occurs
Contextual perIormance diIIers Irom task
perIormance in three important ways.
First, task behavior varies across jobs, whereas
contextual behavior is Iairly similar across jobs
Second, task activities are more likely to be Iormally
expected as a job requirement than contextual activities.
Finally, antecedents oI task perIormance are more likely
to involve cognitive ability, whereas antecedents oI
contextual perIormance are more likely to be
dispositional or personality-related.
Contextual perIormance
162
Contextual perIormance is important Ior
contemporary organizations.
There is evidence that contextual perIormance on
the part oI organization members is linked to
individual and organizational eIIectiveness.
Attending to and researching contextual
perIormance and all oI its antecedents is likely to
enhance even more levels oI organizational
eIIectiveness.
Contextual perIormance
163
While selection measures themselves may show good
predictive validity and thus provide Ior excellent predictions
oI Iuture job perIormance oI candidates, problems can occur
during the decision-making phase of the selection process.
Difficulties first of all arise when individuals make Iinal
hiring decisions in a less than optimal way; Ior instance,
under conditions oI time pressure and an overload oI
inIormation.
Additional problems may emerge when conditions under
which the hiring decisions take place are diIIicult; Ior
instance, when relatively Iew or poorly qualiIied candidates
apply Ior a large number oI vacancies.
Decision-making phase of the selection process
164
There is a range oI choices Ior organizations
Iaced with decisions regarding personjob Iit:
The degree to which the organization is open to the
external labor market; and
Decisions about internal movement internal
selection or promotion are based on individual or
group criteria
Typology oI cost reduction, innovation,
and quality enhancement strategies
Decision strategies
165
< ClassiIication implies that even iI the decision on one job is to 'not
hire, individuals can still be considered Ior other jobs. The
approach to decision making also varies depending on the number
oI jobs to be Iilled.
< The classic selection problem involves identiIying the 'best person
Ior a single job and is based on top-down selection Irom a surplus oI
applicants on a continuum oI ability and suitability Ior that job
< large employers show less concern Ior personjob Iit and short-term
decision making about speciIic vacancies
< When a group oI applicants is considered Ior more than one job
simultaneously, or iI an individual who is rejected Ior one job can
also be considered Ior a diIIerent job, the problem becomes one oI
diIIerential classiIication or placement
< The importance oI classiIication decisions is most visible in the
military context, where the hiring problem involves a continual Ilow
oI untrained youths who must be channeled into diIIerent types oI
specialized training programs or jobs.
$election and classification
166
Decision making during screening:
Many Iactors will inIluence recruiters`
decision making at this stage.
Examples oI such Iactors are the capacity oI a
Iirm to attract high-quality applicants and to
retain them once they are on the job
Stages oI Decision Making
167
Decision making during selection:
When candidates are hired, promoted, or
placed in new jobs to achieve maximal
productivity levels, the accuracy oI the
prediction oI their job perIormance is at stake.
A prediction is diIIerent Irom a decision, as a
prediction involves estimating a criterion (the
candidate`s Iuture job perIormance), and a
decision involves choosing among several
courses oI action.
168
The validity oI a prediction is oI great
importance Ior the decision outcomes.
Three stages oI selection decision making:
irst stage .What ways assessors combine
candidate inIormation into a rating on a speciIic
subjective selection
$econd stage. How, subsequently, candidate scores
on a set oI selection measures are combined in a
prediction oI Iuture job perIormance
%hird and last stage. Do alternative ways oI
combining inIormation diIIer in their accuracy?
169
Selection decision making
%pes of decisions
Internal & external selection
Classification & placement
Stages of selection & decision strategies
Combining information
Making predictions
Decision outcomes
Macro structural and societal factors
Organizational factors
The decision maker
Decision
process
Dynamics
Context
Power
Actors
Time
170
The classic economic rationality model comes
from economics and assumes a perfectly
rational decision maker who is completely
aware oI all possible alternative choices, is
able to work with probability calculations, and
can deal with unlimited complex computations
to determine the best alternatives and to reach
the maximum outcome.
$imons bounded rationality model ($imon, 1957), in
contrast, states that decision makers will satisIice
and do not have the ability to maximize; that is,
they will choose an action that is 'good enough.
Models oI Decision Making
171
< udgmental heuristics outlook. Cognitive psychological
research into judgmental heuristics and biases has led
to more insight into which biases may inIluence human
decision making.
Three major and well-known biases that are at work when
humans are making decisions and that will hinder a Iully
rational decision-making process
N The availability heuristic (the assessment oI probability oI an event
depends on how readily it is remembered);
N The representativeness heuristic (the assessment oI probability oI an
event depends on its resemblance to similar events that have
occurred); and
N The anchoring and adjustment heuristic, where a judgment is made by
starting Irom an initial value (this may be some accidental
inIormation, some historical precedent, etc.)
172
$ocial influences outlook. This phenomenon
reIers to decision makers sticking with Iaulty
decisions. Social Iorces such as the need to
save Iace, but also deIensively ignoring
inIormation, are some oI the reasons thought to
be behind the occurrence oI commitment
escalation.
$everal exemplary empirical studies on
selection decisions demonstrate how such
cognitive and aIIective inIluences impact upon
the decisions made.
173
As employment is viewed more Irom a societal
than Irom an organizational perspective,
classiIication and placement along with other
human resource practices, such as training,
replace selection by deIinition .
%herefore, shifting models away Irom selection
to placement and classiIication is not only a
desirable goal, it is the only goal.
%he wider context of selection
decisions
174
Multilevel model oI selection decision making outlines three layers oI
inIluence on the decision strategies adopted by organizations and
selectors.
The micro level oI the selector highlights the potential Ior aIIective
and cognitive distortions, particularly as decision tasks become
more complex or uncertain.
The organizational context oI selection decision making comprises
various sources oI inIormation and pressures, which not only
dictate the direction that an organization may take in terms oI
hiring strategy but also directly Irames the task oI the selector to
either Iacilitate or constrain decision making.
And recognition oI the environment and its role in shaping
organizational selection practice illustrates more macro-structural
Iorces on decision making, and in turn how selection practice at the
level oI organizations has implications Ior society.
Integrating the levels
175
Predictive bias Ior Iour oI the most popular types
oI selection measures:
Cognitive ability tests: DiIIerences in mean
scores Ior various ethnic groups in terms oI :
$tereotype threat.
Language bias
Different speedaccuracy trade-offs
Work sample tests,
Personality inventories, and
Selection interviews
Selection Biases
176
< Research Iindings have shown that equal representation
oI all ethnic groups in all jobs is unrealistic, as long as
these groups diIIer in job-related skills and abilities.
< A more valid strategy would be to try to reduce the
diIIerences in skills and abilities themselves by
providing special training and education, bearing in
mind that these diIIerences have appeared to be rather
stubborn (GottIredson, 1988).
< For the moment, the best a personnel psychologist can
do is to optimize the predictor measures used, realizing
that 'Iairness in terms oI equal representation
cannot be achieved at present.
Selection Biases
177
In today`s time, the contextual knowledge
oI the company and markets is a must
prerequisite to attract recruiters` attention
towards you as the potential talent
required by all organizations
Last but not the least
178
Advanced 8ecrulLmenL SelecLlon
Dr Sa[|d ussa|n Awan
D|scuss|on 06
ctober 16 2010
179
Se|ect|ng for f|t
lndlvldual flL wlLh [obs Leams organlzaLlons
culLures
1he |ega| soc|a| contet for kS
LmploymenL leglslaLlon
equal employmenL opporLunlLy (LLC)
180
SelecLlng for Lhe flL
8ecrulLers alm Lo selecL Lhose appllcanLs who occupy Lhe capaclLles LhaL
are necessary for Lhe [ob and who flL wlLh Lhe organlzaLlon
Calnlng access Lo quallfled candldaLes ls crlLlcal Lo Lhe success of your
hlrlng efforL le creaLlng a pool of quallfled appllcanLs LhaL flL well wlLh
your [ob Leam organlzaLlon and culLure
1he recrulLmenL people can accompllsh Lhls by geLLlng Lhe word ouL
Lhrough as many channels as posslble
Powever Lhe word quallfled" ls lmporLanL A large pool of medlocre
candldaLes lsn'L nearly as valuable as a small pool of oollfleJ
candldaLes
uLlllzlng LargeLed relevanL channels Lo geL Lhe word ouL abouL your
poslLlon can help ensure LhaL Lhe proporLlon of quallfled candldaLes ln
your pool ls as hlgh as posslble
181
ueclslon sLraLegles
<< 1here ls a range of cholces for organlzaLlons faced wlLh 1here ls a range of cholces for organlzaLlons faced wlLh
declslons regardlng person declslons regardlng person [ob flL [ob flL
1he degree Lo whlch Lhe organlzaLlon ls open Lo Lhe 1he degree Lo whlch Lhe organlzaLlon ls open Lo Lhe
exLernal labor markeL and exLernal labor markeL and
ueclslons abouL lnLernal movemenL ueclslons abouL lnLernal movemenL lnLernal selecLlon or lnLernal selecLlon or
promoLlon promoLlon are based on lndlvldual or group crlLerla are based on lndlvldual or group crlLerla
<< 1ypology of cosL reducLlon lnnovaLlon and quallLy 1ypology of cosL reducLlon lnnovaLlon and quallLy
enhancemenL sLraLegles enhancemenL sLraLegles
182
SelecLlng for Lhe flL
1yplcal channels lnclude
recrulLlng agencles
newspaper ads
referrals from colleagues
Lrade publlcaLlons
professlonal assoclaLlons
neLworklng
campus recrulLlng and
Lhe lnLerneL
ln addlLlon you can enhance Lhe plpellne of quallfled candldaLes Lhrough
programs such as
lnLernshlps and parLnershlps wlLh colleges unlverslLles and
communlLy organlzaLlons
183
SelecLlng for flL
lnLeracLlonlsLlc models of human behavlor (Lewln
1933) ossomes LhaL behavlor (8) ls a funcLlon of
Lhe person () and Lhe envlronmenL (L) expressed
as 8 f(l)
ln oLher words
1he lnLeracLlon of Lhe person and Lhe envlronmenL
lnfluences human behavlor" (Lndler Magnusson 1976)
184
erson LnvlronmenL (L) llL 1heory
L flL Lheory poslLs LhaL people wlll have poslLlve
experlences when Lhelr envlronmenL ls compaLlble
wlLh Lhelr personal characLerlsLlcs
krlsLof (1996) deflned L flL as 1he compaLlblllLy
beLween people and envlronmenL LhaL occurs
when (a) aL leasL one enLlLy provldes whaL Lhe
oLher needs or (b) Lhey share slmllar fundamenLal
characLerlsLlcs or (c) boLh"
Pe referred Lo (a) as complemenLary flL and Lo Lhe
(b)parL of Lhls deflnlLlon as supplemenLary flL
185
Levels of llL
1here are Lhree domalns of human characLerlsLlcs LhaL are
lmporLanL for personnel selecLlon (SmlLh 1994)
1he flrsL domaln concerns characLerlsLlcs LhaL are relevanL Lo all
work such as cognlLlve ablllLy and work moLlvaLlon
1he second domaln concerns characLerlsLlcs LhaL are relevanL Lo
parLlcular [obs or occupaLlons such as [obspeclflc cognlLlve
ablllLles knowledge and personallLy LralLs
1he Lhlrd domaln lnvolves characLerlsLlcs LhaL are relevanL Lo Lhe
way a person relaLes Lo a parLlcular work seLLlng
1he flL llLeraLure refers Lo Lhe flrsL and second domalns as
demandsablllLles (uA) or person[ob
(!) flL llL occurs when an lndlvldual has Lhe skllls and
ablllLles LhaL are hlghly valued for successful [ob
performance
186
levels of erson[ob (!) flL
Ind|v|dua| |eve| erson[ob flL refers noL only Lo Lhe maLch beLween an appllcanL and
Lhe requlremenLs of a speclflc [ob (uA flL) buL also Lo Lhe flL beLween Lhe
characLerlsLlcs of Lhe [ob and Lhe needs of a person
1eam |eve| ersonLeam (1) and personperson () flL ersonLeam flL deflned as
Lhe maLch beLween Lhe employee and Lhe lmmedlaLe workgroup has malnly been
sLudled Lhrough comparlng Lhe characLerlsLlcs of each Leam member wlLh Lhose of
oLher Leam members acLually a measure of flL
flL concerns homogenelLy of characLerlsLlcs of people le lnLerpersonal slmllarlLy
lndlvldual characLerlsLlcs may lnclude demographlcs personallLy aLLlLudes and values
rgan|zat|ona| |eve| CrganlzaLlonal characLerlsLlcs may lnvolve aspecLs such as
sLrucLures Lasks Lechnology and organlzaLlonal culLure Many C flL sLudles have
examlned Lhe maLch beLween people's values and Lhose of Lhe organlzaLlon because
values are concelved of as fundamenLal and relaLlvely endurlng
values represenL consclous deslres held by Lhe person and encompass preferences
lnLeresLs moLlves and goals
value congruence and personculLure flL are ofLen LreaLed as equlvalenL Lerms
187
ulmenslons of flL
1he characLerlsLlcs assoclaLed wlLh flL encompass values aLLlLudes goals
personallLy cognlLlve ablllLles or a comblnaLlon of dlfferenL aspecLs lnLo a
more general personal proflle LhaL ls maLched wlLh a general envlronmenLal
proflle
Some oLher facLors lnclude lndlvlduals' lnLernal locus of conLrol Lolerance
for amblgulLy and selfrellance and maLchlng Lhese personallLy facLors wlLh
organlzaLlonal facLors such as [ob declslon laLlLude envlronmenLal cerLalnLy
and soclal supporL
lacLors llke lndlvlduals' agreeableness and openness Lo experlence are
relaLed Lo preferences for a parLlclpaLlve managemenL sLyle ln Lhe
organlzaLlon
Speclflcally ln Lhe conLexL of personal selecLlon lL ls noL always feaslble or
even preferable Lo seek commensuraLe measures Cenerally personnel
selecLlon uses personallLy measures excluslvely as lndlcaLors of appllcanLs'
sulLablllLy for Lhe [ob (uA flL)
188
LffecLs of ! 1 C llL
AparL from Lhe skllls and capaclLles LhaL are necessary Lo fulflll Lhose [ob demands LhaL are
recognlzed as mosL lmporLanL employees need Lo flL Lhelr [ob wlLh respecL Lo cognlLlve
sLyle creaLlvlLy and lnnovaLlveness
Lmployees do noL necessarlly need Lo maLch Lhe people Lhey work wlLh regardlng Lhelr
personallLy characLerlsLlcs
More aLLenLlon could be pald Lo Lhe personallLy composlLlon of Leams and wheLher Lhls
composlLlon faclllLaLes or undermlnes Leam performance
lf Leam members work closely LogeLher lL ls lmporLanL LhaL Lhey share some of Lhelr goals
and values slnce Lhls faclllLaLes group processes
1he sLrong flL effecLs wlLh Lhe proflle comparlsons are aL leasL parLly due Lo a sLaLlsLlcal
arLlfacL slnce Lhe larger varlance of Lhe correlaLlonal lndex lncreases Lhe correlaLlon wlLh
ouLcomes
1he proflle slmllarlLy approach may be useful for personnel selecLlon parLlcularly lf
comblned wlLh esLabllshlng dlscrepancles beLween Lhose values LhaL are percelved as
lmporLanL by appllcanLs on Lhe one hand and/or Lhe organlzaLlon on Lhe oLher
rlmarlly lf Lhe organlzaLlon has a sLrong cllmaLe lL seems useful Lo lnclude value flL
measures ln personnel selecLlon for predlcLlng fuLure lndlvldual affecLlve ouLcomes and
Leam processes
189
1he organlzaLlonal envlronmenL has Lyplcally been concepLuallzed as
organlzaLlonal cllmaLe or culLure a molar concepL LhaL comprlses a
large varleLy of cllmaLe dlmenslons
8esearch has found a relaLlonshlp beLween newcomers' preenLry
sLrong and posLenLry values 1herefore measurlng values durlng
selecLlon wlll have predlcLlve power for fuLure flL wlLh Lhe
organlzaLlon SelecLlon procedures mosL ofLen lnclude Lhe
assessmenL of cognlLlve ablllLles and personallLy 1he llLeraLure has
evldenced Lhe uLlllLy of cognlLlve ablllLles for predlcLlng learnlng and
Lask performance
190
ersonallLy predlcLors have been found Lo be relaLed Lo performance
parLlcularly conLexLual performance (8orman Panson Pedge 1997)
1he focus of selecLlon was on Lhe predlcLlon of employees' performance
raLher Lhan Lhelr [ob aLLlLudes lncludlng value flL measures ln selecLlon
procedures LhaL can predlcL fuLure [ob aLLlLudes acLually ls an lndlrecL way
Lo predlcL fuLure performance slnce [ob aLLlLudes and performance are
relaLed (!udge 1horensen 8ono aLLon 2001)
8esearch has emphaslzed Lhe maLch beLween whaL people value/prefer and
whaL envlronmenLs have Lo offer
AnoLher opLlon ls Lo assess Lhose aspecLs of Lhe [ob or Lhe work
envlronmenL LhaL appllcanLs do oot ptefet Appllcoots Jo oot expect optlmol
eovltoomeots and Lhey wlll Lherefore accepL deflclency Lo a cerLaln exLenL
1hey may however less easlly accepL excess on aspecLs LhaL Lhey expllclLly
dlsllke
191
1he |r|ng rocess
192
Screenlng Lhe cover leLLer and resume
1he cover leLLer and resume are Lhe candldaLe's flrsL
lnLroducLlon Lo you ln order Lo merlL your furLher
aLLenLlon Lhey should convey Lhe quallLles you are
looklng for
ln case of large number of resumes Lo revlew we
need Lo use a Lwopass process Lo make your Lask
more manageable
193
ln Lhe flrsL pass ellmlnaLe Lhe resumes of candldaLes who do noL meeL Lhe baslc
requlremenLs of Lhe [ob
ln Lhe second pass look for resumes LhaL lnclude
slgns of achlevemenL and resulLsfor example
A proflL orlenLaLlon sLablllLy or progresslve career momenLum
a career goal ln llne wlLh Lhe [ob belng offered
A word of cauLlon here ls Lo see Lhrough Lhe resumes because
appllcanLs are ofLen coached Lo Lallor Lhelr purporLed career goals Lo maLch
Lhose of [obs Lo whlch Lhey are applylng and
aLLracLlve overall consLrucLlon and appearance of Lhe resumes
ln Lhe second pass also conslder Lhe subLler dlfferences among quallfled
candldaLes for example
years and quallLy of experlence
Lechnlcal versus managerlal backgrounds
Lhe quallLy of Lhe companles Lhey have worked for ln Lhe pasL and so forLh
194
<1hen develop a llsL of Lhe sLrongesL candldaLes
<When revlewlng resumes be on Lhe alerL for red flags
LhaL can lndlcaLe areas of weakness such as
lengLhy descrlpLlon of educaLlon due malnly noL Lo have much [ob
experlence
employmenL gaps whaL was Lhe appllcanL dolng durlng Lhese
gaps?
a paLLern of shorLLerm employmenL especlally afLer Lhe appllcanL
has been ln Lhe work force for more Lhan a few years
no loglcal [ob progresslon
Loo much personal lnformaLlonposslbly noL much [ob experlence
and
descrlpLlons of [obs and poslLlons only wlLh no descrlpLlons of
resulLs or accompllshmenLs
195
lnLervlewlng
< A hlrlng lnLervlew has one prlmary purpose
< 1o provlde boLh Lhe lnLervlewer and Lhe [ob candldaLe wlLh
an opporLunlLy Lo obLaln Lhe lnformaLlon Lhey need Lo make
Lhe besL posslble declslon
< Slnce Lhe Llme spenL wlLh any parLlcular [ob candldaLe ls
llmlLed a wellorganlzed approach helps make Lhe mosL of
LhaL Llme yleldlng more and beLLer lnformaLlon
< When you are selecLlng someone for an lmporLanL poslLlon
you wlll probably go Lhrough aL leasL Lwo of Lhe followlng
sLages for every [ob openlng Powever ln some cases you
may even go Lhrough all Lhree
196
lnLervlewlng
1 1e|ephonescreen|ng |nterv|ew
1hls may be done by you a recrulLlng agency your P8
deparLmenL or someone else ln your own deparLmenL
lLs purpose ls Lo conflrm LhaL Lhe candldaLe meeLs Lhe
quallflcaLlons sLaLed ln Lhe ad or oLher recrulLlng
maLerlal and lL can be as shorL as necessary Lo
accompllsh LhaL goal
lL ls a good opporLunlLy Lo geL some lnlLlal lmpresslons
of Lhe candldaLe
uoes she call you back aL Lhe speclfled Llme?
uoes she communlcaLe well?
197
@lps fot 5cteeoloq ksoms
<Spend Lhe leasL amounL of your Llme ellmlnaLlng Lhe
leasL llkely candldaLes and Lhe greaLesL amounL of your
Llme carefully conslderlng Lhe mosLllkely candldaLes
<SeparaLe fluff from subsLance CeL rlghL Lo Lhe core of
Lhe candldaLe's accompllshmenLs
<Avold comparlng candldaLes Lo each oLher lnsLead
compare each candldaLe Lo Lhe hlghperformer
candldaLe proflle and look for a maLch
<lf you have greaL numbers of lncomlng resumes or Lap
lnLerneL resume posLlngs conslder uslng resume
screenlng sofLware Lo auLomaLlcally ldenLlfy sulLable
appllcanLs
198
lnLervlewlng
2 In|t|a| |nperson |nterv|ew
< 1ry Lo narrow Lhe fleld Lo four Lo seven candldaLes before holdlng an lnlLlal
lnLervlew
< 1hls lnLervlew wlll probably lasL 30 Lo 60 mlnuLes
< lor less demandlng poslLlons you may flnd ouL everyLhlng you need Lo
know abouL Lhe candldaLe ln Lhls lnLervlew
< CLherwlse you wlll need Lo see Lhe person agaln
Second |nterv|ew
< 8e very selecLlve abouL who raLes a second lnLervlew
< AL Lhls polnL oLher people wlLh a sLake ln Lhe process may parLlclpaLe for
example dlrecL reporLs poLenLlal peers or oLher managers
< 1hls lnLervlew ofLen brlngs ouL more of Lhe real" person
199
SLrucLured versus unsLrucLured lnLervlews
SLrucLured lnLervlews are used ln order Lo be falr and ob[ecLlve buL Lhey may noL ellclL much
lnformaLlon from Lhe candldaLes
SLrucLured lnLervlew ls deslgned Lo ask all Lhe candldaLes Lhe same quesLlons Lo compare
answers
unsLrucLured lnLervlews are lndlvldual conversaLlons LhaL do noL necessarlly cover all Lhe
same quesLlons wlLh every candldaLe lnsLead Lhey follow llnes of lnqulry LhaL appear
promlslng
?ou may learn more abouL Lhe candldaLes buL lL wlll be more dlfflculL Lo compare Lhelr
responses and you may mlss key lnformaLlon you need ln order Lo make a declslon
lL's probably a good ldea Lo sLeer a mlddle paLh beLween Lhese Lwo approaches for
example
be flexlble ln your llne of lnqulry buL be sure LhaL all lnLervlewees respond Lo a core seL
of quesLlons
8y preparlng Lhose core quesLlons ln advance you can assure yourself and Lhe declslon
maklng Leam LhaL all key polnLs are covered and LhaL all candldaLes respond Lo Lhem
1he unsLrucLured elemenL of Lhe lnLervlew opens Lhe door Lo producLlve areas of lnqulry
LhaL nelLher you nor your colleagues may have anLlclpaLed
200
reparaLlon for Lhe lnLervlew
< Walk lnLo a [ob lnLervlew wlLh noLes and prlor preparaLlon lnlLlal
LhoughL processgeLLlng prepared Lo whaL and how Lo do
< LxpecLaLlons from Lhe exerclse
< formulaLe a llsL of key lssues Lo dlscuss
< Chances are your hlrlng declslons are cosLlng you someLhlng more
Lhan you lnlLlally anLlclpaLed
< ?ou wlll gaLher more of Lhe lnformaLlon you need Lo make a good
hlrlng declslon lf you Lake Lhe Llme and Lrouble Lo prepare
< 1o prepare for a hlrlng lnLervlew revlew
Lhe [ob descrlpLlon and make a llsL of Lhe key responslblllLles and Lasks of
Lhe [ob
assoclaLed Lralnlng
experlence needed and
personal aLLrlbuLes requlred Lo do Lhe [ob well
201
reparaLlon for Lhe lnLervlew
<lor each of Lhe areas you need Lo explore wlLh Lhe
candldaLe prepare several quesLlons ln advance
<1he lnLervlew reparaLlon lorm ls a handy way Lo
organlze yourself and glves you someLhlng you can
Lake lnLo Lhe lnLervlew lLself
<lor conslsLency oLher lnLervlewers should use Lhe
same form buL ask Lhelr own quesLlons
<1here are Lhree phases Lo Lhe lnLervlew
<Lhe openlng
<Lhe body and
<Lhe close
202
203
1ask contet
1he elemenLs of lmposed Lask sLrucLure
!ob relaLedness
CuesLlon focus
8ehavlorally based raLlng scales ([obspeclflc)
8esLralnLs on quesLlonlng
1he use of alLernaLlve medla
uslng mulLlple lnLervlewers
AccounLablllLy
noLe Laklng
SLaLlsLlcal comblnaLlon of raLlngs Lo form [udgmenLs
LlmlLed access Lo anclllary daLa
ConslsLenL use of a declslon model and
1ralnlng and lnsLrucLlon
204
lmpacL of lnLervlew sLrucLure on Lhe core ouLcomes of
lnLervlews
CuallLy of assessmenLs consLrucL valldlLy
CuallLy of assessmenLs accuracy of sLrucLured and unsLrucLured
lnLervlews
8ecrulLlng ouLcomes
lalrness and
CuallLy of Lhe lnLervlewee's declslons
Puman resource managemenL pracLlces and sLraLegles llke
recrulLlng sLafflng reLalnlng eLc
CrganlzaLlonal conLexL CulLure sLrucLure sLraLegy
leadershlp power
LnvlronmenLal conLexL naLlonal culLure sLakeholders
lnsLlLuLlons and economy
205
Core process of a !ob lnLervlew
206
ComponenLs of employmenL lnLervlew
lormaL of lnLervlew should lnclude flve crlLlcal phases
Maklng lnLroducLory remarks abouL whaL ls Lo Lake place
durlng Lhe lnLervlew
Asklng quesLlon abouL an appllcanL's educaLlon and prlor
work hlsLory as Lhey relaLe Lo Lhe requlremenLs of Lhe [ob as
well as abouL relevanL lnLanglble quallLles
rovldlng lnformaLlon abouL Lhe [ob openlng lLs salary and
beneflLs and Lhe organlzaLlon
Answerlng quesLlons abouL Lhe [ob and Lhe organlzaLlon
lnformlng Lhe appllcanL abouL whaL happens nexL before
endlng Lhe lnLervlew on a poslLlve noLe
207
< p|oratory |nterv|ews are mosLly conducLed ln lnformal lnLervlew seLLlngs llke [ob falr eLc
1he ob[ecLlve ls Lo lndlrecLly and lnformally evaluaLe Lhe candldaLe for sulLablllLy of a
parLlcular [ob Powever Lhe same could noL be used as subsLlLuLe Lo an lndepLh lnLervlew
< 1e|ephone screen|ng |nterv|ews are lnLended Lo accompllsh one of Lhe Lwo ob[ecLlves
1o esLabllsh conLlnued lnLeresL ln a [ob appllcanL LhaL resulLs ln Lhe schedullng of an appolnLmenL Lo
meeL ln person for a deLalled lnLervlew
1o deLermlne LhaL Lhe appllcanL's quallflcaLlon does/does noL maLch Lhe [ob speclflcaLlons
< I|deo screen|ng |nterv|ews are prlmarlly used as a Lool for screenlng mld and execuLlve
level appllcanLs lL ls a cosL effecLlve Lechnlque whlch allows lnLervlewers Lo observe long
dlsLance appllcanL whlle slmulLaneously Lalklng wlLh Lhem
< uman kesource Interv|ews conducLed by P8 experLs could be boLh broad based and [ob
speclflc lL ls Lhe longesL and mosL comprehenslve Lype of employmenL lnLervlew whlch has
relaLlvely hlgher rellablllLy and valldlLy Lhan oLhers
208
1he departmenta| |nterv|ews are conducLed by Lhe deparLmenLal heads or
managers and are relaLlvely [ob speclflc wlLh lesser aLLenLlon Lo generallzed
lnformaLlon
ane| |nterv|ews A Leam of people comprlsed of managers Lop managemenL and
fleld experLs conducL Lhls klnd of lnLervlews 1hese Lype of lnLervlews are
conducLed Lo save Lhe Llme Lo schedule Lhree separaLe lnLervlews and Lo compare
lmpresslons of appllcanLs as Lhey answer quesLlons AssessmenL Lend Lo be more
accuraLe and conslsLenL ln Lhls process as every one bases hls/her declslon on same
lnformaLlon
eer |nterv|ews are conducLed by Lhe colleagues of a poLenLlal employee whlch
are speclflcally helpful ln [obs requlrlng Leamwork
Stress |nterv|ews 1he appllcanL ls dellberaLely puL on guard made Lo lll aL ease or
LesLed for some purpose known only Lo Lhe lnLervlewer 1he purpose ls Lo flnd ouL
how an appllcanL behaves ln sLressful condlLlons
209
$election and classification
< ClassiIication implies that even iI the decision on one job is to 'not
hire, individuals can still be considered Ior other jobs. The
approach to decision making also varies depending on the number
oI jobs to be Iilled.
< The classic selection problem involves identiIying the 'best person
Ior a single job and is based on top-down selection Irom a surplus oI
applicants on a continuum oI ability and suitability Ior that job
< large employers show less concern Ior personjob Iit and short-term
decision making about speciIic vacancies
< When a group oI applicants is considered Ior more than one job
simultaneously, or iI an individual who is rejected Ior one job can
also be considered Ior a diIIerent job, the problem becomes one oI
diIIerential classiIication or placement
< The importance oI classiIication decisions is most visible in the
military context, where the hiring problem involves a continual Ilow
oI untrained youths who must be channeled into diIIerent types oI
specialized training programs or jobs.
210
ua| emp|oyment opportun|ty
211
Lqual LmploymenL CpporLunlLy (LLC) laws
Managers and oLher people deallng wlLh
recrulLmenL process should have knowledge of LLC
Lo avold employmenL dlscrlmlnaLlon charges whlch
may go Lo any exLenL ln Lerms of flnanclal and
repuLaLlon loss Lo Lhe organlzaLlon
Lven Lhe unlnLenLlonal vlolaLlons caused lgnorance
of Lhe law are noL excusable
212
LLC laws exlsL Lo ensure LhaL lndlvlduals have Lhe rlghL
Lo compeLe for all work opporLunlLles wlLhouL blas
because of Lhelr race color rellglon sex naLlonal
orlgln age or dlsablllLy
Laws are also avallable Lo develop pollcles prohlblLlng
Lhe use of conLrolled subsLances ln Lhe workplace
1hese leglslaLlons vary from counLry Lo counLry ln
accordance wlLh prevalllng envlronmenLal and culLural
facLors
213
Some lmporLanL LLC laws of uSA are
Clvll rlghLs acL of 1866
Lqual pay acL of 1963
Comparable worLh
Age dlscrlmlnaLlon ln employmenL acL of 1967
8ehablllLaLlon acL of 1973
Amerlcans wlLh dlsablllLles acL of 1990
8ellglous dlscrlmlnaLlon guldellnes
naLlonal orlgln dlscrlmlnaLlon guldellnes
lmmlgraLlon reform and conLrol acL (l8CA) of 1986
urug free acL of 1988
LmploymenL aL wlll and LermlnaLlon aL wlll
214
Clvll 8lghLs AcLs
|v|| r|ghts act of 1866 lL was one of Lhe earllesL and mosL slgnlflcanL
pleces of leglslaLlon lL ensures LhaL all Lhe people have equal rlghLs
under Lhe law wlLhouL any dlscrlmlnaLlon of age sex race naLlonallLy
eLc
|v|| r|ghts act of 1964 1he mosL wldely used plece of clvll rlghLs
leglslaLlon proLecLs several classes of people and perLalns Lo so many
employmenL slLuaLlons lncludlng lnLervlewlng
|v|| r|ghts act of 1991 lLs prlmary lnLenL was Lo provlde approprlaLe
remedles for lnLenLlonal dlscrlmlnaLlon and unlawful harassmenL ln
Lhe workplace lL exLended Lhe prevlous laws maklng whole remedles
of provldlng back pay and relnsLaLemenL and paylng some aLLorneys'
fees ln several ways
215
LLC laws
ua| pay act of 196 1he law ensures equal pay for all wlLhouL dlscrlmlnaLlon
of male and female Powever lL ls sub[ecL Lo work of slmllar naLure comparable
skllls efforL and responslblllLy performed under slmllar worklng condlLlons
omparab|e worth under comparable worLh leglslaLlon employers are
requlred Lo compare compleLely dlfferenL [ob caLegorles 1he dlsLlncLlon
beLween equal pay and comparable worLh ls LhaL ln order Lo clalm vlolaLlon of
Lhe equal pay acL ldenLlcal [ob classlflcaLlons musL be compared
Age d|scr|m|nat|on |n emp|oyment act of 1967 lL conLalns an exempLlon for
bona flde execuLlves or hlgh level pollcy makers who may be reLlred as early as
age 63 provlde d Lhey have been employed aL LhaL level for Lhe precedlng Lwo
years and meeL cerLaln crlLerla LhaL lnclude exerclslng dlscreLlonary powers on
regular basls Lhe auLhorlLy Lo hlre promoLe or LermlnaLe employees and a
prlmary duLy Lo manage an enLlre organlzaLlon deparLmenL or subdlvlslon
1he acL proLecLed lndlvlduals age 4070 and permlLLed Lhe [ury Lrlals whlch
gave clalmanLs more power
216
8ehablllLaLlon acL of 1973
SecLlon 301 of Lhls federal law prohlblLs dlscrlmlnaLlon
agalnsL persons wlLh dlsablllLles by conLracLors dolng
buslness wlLh Lhe federal governmenL
1he acL proLecLs any person who
Pas a physlcal or menLal lmpalrmenL LhaL
subsLanLlally llmlLs one or more of Lhe person's ma[or
llfe acLlvlLles
Pas a record of such an lmpalrmenL or
ls regarded as such an lmpalrmenL
217
Amerlcans wlLh dlsablllLles acL (AuA) of 1990
1hls law prohlblLs all publlc and prlvaLe employers Lo
dlscrlmlnaLe agalnsL Lhe employees or appllcanLs wlLh
dlsablllLles lL perLalns Lo Lhe employers wlLh 13 or more
employees and ls monlLored by Lhe Lqual LmploymenL
CpporLunlLy Commlsslon (LLCC)
AuA deflnes dlsablllLy as a physlcal or menLal lmpalrmenL
LhaL llmlLs an lndlvldual's ma[or llfe acLlvlLles
under AuA employers are requlred Lo make reasonable
accommodaLlon for Lhose appllcanLs or employees who are
able Lo perform Lhe essenLlal funcLlons of Lhe [ob wlLh
reasonable proflclency
1hls lncludes [ob resLrucLurlng allowlng parL Llme or
modlfylng work schedule reasslgnmenLs hlrlng addlLlonal
workers Lo ald employees wlLh dlsablllLles ln performlng Lhelr
duLles and lnsLalllng new or modlfled equlpmenLs and
ergonomlcs eLc
218
8ellglous dlscrlmlnaLlon guldellnes
LLCC guldellnes deflne rellglon and rellglous pracLlces as 'Moral or eLhlcal
bellefs as Lo whaL ls rlghL and wrong whlch are slncerely held wlLh Lhe
sLrengLh of LradlLlonal rellglous vlews
1he guldellnes provlded by Lhe Congress ln 1972 expand Lhls deflnlLlon Lo
lnclude an lndlvldual's rlghLs Lo all aspecLs of rellglous observance and
pracLlce as well as bellefs unless an employer demonsLraLes LhaL he ls
unable Lo reasonably accommodaLe an employee's rellglous observance or
pracLlce wlLhouL undue hardshlp on Lhe conducL of employer's buslness
8alanclng an lndlvldual's bellefs wlLh an organlzaLlon's dress and groomlng
pracLlces may also become an lssue unless safeLy ls a facLor Lhe employer
should make reasonable efforL Lo accommodaLe rellglous based aLLlre and
groomlng
8ellglon and work should be kepL separaLe meanlng LhaL employers have
Lhe rlghL Lo requlre quleL and unobLruslve" observance
219
naLlonal orlgln dlscrlmlnaLlon guldellnes
LLCC guldellnes addresses four maln areas perLalnlng Lo naLlonal
orlgln dlscrlmlnaLlon
ClLlzenshlp requlremenLs may noL be valld lf Lhey have Lhe
purpose or effecL of dlscrlmlnaLlon on Lhe basls of naLlonal orlgln
SelecLlon crlLerla LhaL appear Lo be neuLral on flrsL glance may
have an adverse lmpacL on cerLaln naLlonal groups
Lngllshonly rules may be consldered dlscrlmlnaLory when applled
aL all Llmes
LLhnlc slurs may be consldered naLlonal orlgln dlscrlmlnaLlon and
musL noL be LoleraLed
(hLLp//wwweeocgov)
220
lmmlgraLlon 8eform and ConLrol AcL (l8CA) of 1986
l8CA makes Lhe employmenLs of lllegal allens unlawful and
esLabllshes requlremenLs for employers Lo deLermlne an
lndlvldual's auLhorlzaLlon Lo work ln uSA lL ls appllcable Lo
employers wlLh four or more workers
under Lhls lay employers musL examlne documenLs LhaL
esLabllsh Lhe lndlvldual's ldenLlLy and ellglblllLy Lo work ln uS
before compleLlng Lhe requlred l9 form 1hls examlnaLlon
should be made subsequenL Lo Lhe flnal hlrlng declslon Lo avold
vlolaLlon for l8CA's anLldlscrlmlnaLlon provlslons
221
urug free acL of 1988
Lmployers holdlng conLracLs or recelvlng
granLs from Lhe federal governmenL musL
meeL cerLaln posLlng and record keeplng
requlremenLs and musL develop pollcles
prohlblLlng Lhe unlawful manufacLure
dlsLrlbuLlon possesslon or use of conLrolled
subsLance ln Lhe workplace
1he acL does noL make a deflnlLlve sLaLemenL
abouL requlrlng drug LesLlng
222
LmploymenL aL wlll and 1ermlnaLlon aL wlll
Lmployers and employees boLh have rlghLs Lo
LermlnaLe or leave a [ob wlLhouL any prlor lnformaLlon
unless bound by Lhe conLracL A sample employmenL aL
wlll sLaLemenL may lnclude Lhe followlng
SLaLe Lhe aL wlll prlnclple
Avold maklng sLaLemenLs regardlng [ob securlLy
Avold sLaLlng a prospecLlve employee's salary ln yearly
numbers
Avold uslng Lhe Lerm probaLlonary perlod"
Make cerLaln LhaL appllcaLlon forms are ln full compllance
wlLh LLC laws
Lnsure fulflllmenL of necessary skllls requlremenLs
Lnsure appllcanL's comprehenslon of Lhe conLenLs fo Lhe
appllcaLlon
Lnsure accuracy of [ob descrlpLlons
223
lederal record keeplng requlremenLs
Lmployers are obllged Lo reLaln documenLs
accordlng Lo cerLaln federal and sLaLe
sLlpulaLlons and longer lf a clalm or
governmenL lnvesLlgaLlon ls conducLed or
LhreaLened
1hls requlremenL dlffers from acL Lo acL basls
ulfferenL acLs have dlfferenL documenLaLlon
and record keeplng requlremenLs whlch
employers musL ensure
224
AfflrmaLlve acLlon
1he besL known execuLlve order 11246 (1963)
requlre Lhree ma[or commlLmenLs from
employers dolng buslness wlLh federal
governmenL
racLlce nondlscrlmlnaLlon ln employmenL
ALLaln afflrmaLlve acLlon goals hlrlng Lralnlng
malnLalnlng and promoLlng a cerLaln percenLage
of quallfled women
Cbey Lhe rules and regulaLlons of Lhe ueparLmenL
of Lhe Labor
225
AfflrmaLlve acLlon
AfflrmaLlve AcLlon lans should encompass
seven key elemenLs
A pollcy sLaLemenL
lnLernal dlssemlnaLlon of Lhe pollcy
LxLernal dlssemlnaLlon of Lhe pollcy
oslLlve uLlllzaLlon efforLs
A revlew of lnLernal procedures
lmplemenLaLlon developmenL and execuLlon
LsLabllshmenL of complalnL procedure
226
ulscrlmlnaLlon charges
An lndlvldual who belleves LhaL hls/her
employmenL rlghLs have been vlolaLed may flle a
charge of dlscrlmlnaLlon wlLh Lhe LLCC
lollowlng lnformaLlon ls requlred Lo flle a charge
of dlscrlmlnaLlon
name address and Lelephone numbers of Lhe person
or parLy brlnglng charges
name address and Lelephone numbers of Lhe
organlzaLlon alleged Lo have commlLLed Lhe acL of
dlscrlmlnaLlon
A descrlpLlon of Lhe alleged vlolaLlon
1he daLe of Lhe alleged vlolaLlon
227
ulscrlmlnaLlon charges
lf an organlzaLlon ls deemed gullLy of dlscrlmlnaLlon wheLher as a
resulL of lnLenL or by pracLlces LhaL has a dlscrlmlnaLory effecL Lhey
may be requlred Lo comply wlLh a hosL of remedles lncludlng
8ack pay
Plrlng
romoLlon
8elnsLaLemenL
8easonable accommodaLlon
CLher acLlons LhaL wlll make a person a whole ( le resLore Lhem Lo
Lhe sLaLus Lhey would have en[oyed had lL noL been for Lhe
dlscrlmlnaLlon)
ALLorney's fees
LxperL wlLness fees
CourL cosLs eLc
228
ulverslLy
ulverslLy drlven work envlronmenLs go beyond Lhe
afflrmaLlve acLlons ulverslLy reflecLs all Lhe facLors LhaL
ldenLlfy us 1he Lerm goes far beyond race sex or naLlonal
orlgln
1he ulLlmaLe goal of a dlverse workplace ls for all lnvolved
Lo work LogeLher Lowards achlevlng common organlzaLlonal
ob[ecLlves goals whlle presenLlng lndlvldually
Pavlng dlverse workforce resulLs ln fewer dlscrlmlnaLlon
charges and lawsulLs
ulverslLy ls speclflcally lmporLanL for companles havlng
cusLomer or consumer base
Companles lnvesLlng ln dlverslLy as a long Lerm
commlLmenL may also en[oy slgnlflcanL flnanclal beneflLs
229
Concluslon
erson envlronmenL flL Lheory ls speclflcally lmporLanL ln
recrulLmenL and selecLlon process
1here are Lhree levels of L flL
letsoojob (lI) flt
letsooteom (l@) ooJ petsoopetsoo (ll) flt
letsoootqoolzotloo (lO) flt
lndlvlduals dlffer ln Lhelr flexlblllLy adapLablllLy emoLlonal sLablllLy
and poslLlve affecLlvlLy and Lhese personallLy dlmenslons mlghL
moderaLe Lhe relaLlonshlp beLween flL and lndlvldual ouLcomes
LLC laws prohlblLs Lhe employers Lo exerclse any klnd of
dlscrlmlnaLlon ln recrulLmenL selecLlon and malnLalnlng a balanced
and dlverse workforce 1he laws ensure equal opporLunlLles for all
employees Lo parLlclpaLe ln economlc acLlvlLy and en[oy equal
opporLunlLles Lo work and geL beneflLs
230
Overview oI Advanced Recruitment &
Selection
Discussion - 07
30.10.2010
231
Recruitment is the process oI identiIying and
attracting potential candidates Irom within and outside an
organization to begin evaluating them Ior Iuture
employment.
Once candidates are identiIied, an organization can begin
the selection process. This includes collecting,
measuring, and evaluating inIormation about candidates`
qualiIications Ior speciIied positions.
Organizations use these processes to increase the likelihood
oI hiring individuals who possess the right skills and
abilities to be successIul at their jobs, i.e. right people
for right job.
Recruitment and selection
232
DeIining Job Requirements
Interviewing
Making the Decision and OIIer
The Process oI R & S
233
Job Analysis
234
JD is deIining the job in terms oI its task
requirements, including characteristics oI the
job such as the procedures, methods, and
standards oI perIormance.
JS reIers to 'people requirements, that is,
what the job calls Ior in terms oI
behaviors, knowledge, abilities, skills and
other personal characteristics (KSAOs).
Job Descriptions (JD) and Job SpeciIications (JS)
235
Validity reIers to whether the measurement provided is
consistent.
Predictive Validity The predictive validity oI a test is the extent to which
it predicts Iuture behavior. It help identiIying Iuture perIormance oI
employees based on predictions.
Concurrent Validity is the extent to which a test score diIIerentiates
individuals in relation to a criterion or standard oI perIormance external to
the test.
Content validity - This Iorm oI validity indicates the way in which what is
in the test directly represents aspects oI a role or job.
Construct validity - Construct validity is the extent to which a test
measures a particular construct or characteristic. While predictive validity is
concerned with the test in relation to an external criterion oI perIormance,
construct validity is, in eIIect, concerned with looking at the test itselI.
236
237
Scales were developed by Fleishman and several coworkers
(e.g., Fleishman & MumIord, 1988, 1991; Theologus,
Romashko, & Fleishman, 1973). Through the abilities
requirements approach, inIormation about the characteristics oI
job incumbents are identiIied.
(Lopez, 1988) is to identiIy the personal characteristics that are
important to perIorm a job acceptably. It is based on the trait-
oriented approach and distinguishes 33 personal qualities
divided into Iive groups: physical, mental, learned,
motivational, and social.
238
(Levine, 1983).
239
8. Personality-Related Position Requirements Form (PPRF).
240
term decisions (i.e., staIIing plans and actions) can
be made.
Strategic staIIing
241
Screening Applications
Arranging the Interview
Interviewing
Selection Tests
Hiring Decision
ReIerence Checks
Background checks
Pre-employment Drug Screening
DisqualiIications
Employment OIIer
Post Interview Follow-up
Recruitment process
242
INTERNAL
Job postings
Must be Ieasible
Must be trusted
Should include
JOB TITLE
KSAs
PAY
SCALE
TASKS
Various Sources oI Recruitment
EXTERNAL
Campus Recruitment
Private Employment
Agencies/Consultants
Public Employment Exchanges
ProIessional Associations
Data Banks
Casual Applicants
Similar Organizations
Trade &nion
Job Portals
Recruiter Networking
Employee Raiding
243
MERITS
Cost eIIectiveness
Motivates employees and
improves productivity/
perIormance
Career development opportunities
Ior existing staII
Employee retention technique
Saving cost oI training
Faster and less costly than outside
recruitment
Employees- well acquainted with
oIIice culture, norms and
environment
Merits/Demerits oI Internal Recruiting
DEMERITS
Limited size oI prospective
applicants , set oI skill and
experience available within the
organization.
Internal conIlicts, resentments and
biases
FulIillment oI one position may
leave another position vacant, Irom
where the employee have been
moved
Reduced likelihood oI innovation
and new perspectives.
May lead to can lead to conIlicts
with the Equal Employment
Opportunity Commission.
Internal recruiting demands a higher
degree oI employee training.
244
MERITS
- Outside people bring in new ideas
- Larger pool oI workers Irom
which to Iind the best candidate
- People have a wider range oI
experience
- Greater Ilexibility in amount oI
salary oIIered.
Two possible beneIits oI external
recruitment over internal
recruitment oI a company are:
1. Introduction oI new ideas,
approaches and views, not
entrenched in company politics
and issues.
2. No problem oI promoting one
worker over others
Merits/Demerits oI External Recruiting
DEMERITS
Long process oI recruitment,
selection and appointment.
Costly advertising and/or
agency Iees.
DiIIiculties in assessing
suitability oI candidates.
Superior internal vs. InIerior
external
245
< Any LesL admlnlsLered on prospecLlve candldaLes for a [ob Lo predlcL Lhelr
fuLure performance ls known as enLry or preemploymenL LesL whlch may
lnclude aper pen LesLs drug LesLs psychologlcal physlcal lnLegrlLy
personallLy LesLs eLc
< Some lmporLanL preemploymenL LesLs lnclude
< urug LesLs
urlne screenlng LesLs (some approxlmaLe values are glven ln Lable)
8lood LesLs
Palr LesLs
CrlLlcal Lracklng Assesses on Lhe spoL employee flLness by measurlng flne hand eye
coordlnaLlon and reacLlon Llme
aplllary reacLlon 1esLs pupll's reacLlon Lo llghL
< sychologlcal LesLs
Ceneral lnLelllgence LesL
ApLlLude LesLs WhaL a person can accompllsh on Lhe basls of whaL she knows
AchlevemenL LesLs Measure currenL skllls knowledge and accompllshmenL
< ersonallLy LesLs
ro[ecLlve LesLs LvaluaLe how a person descrlbes lnLerpreLs or aLLaches meanlng Lo
cerLaln unsLrucLured sLlmull)
ersonallLy lnvenLorles Seek Lo uncover personal characLerlsLlcs LhoughLs feellngs
aLLlLudes and behavlors
Craphology handwrlLlng analysls
246
< Integr|ty tests
olygraph and oLher mechanlcal lle deLecLor LesLs Legal under cerLaln clrcumsLances
such as ln some securlLy senslLlve [obs
WrlLLen honesLy LesLs lncludlng
N CverL LesL 1argeLs an appllcanLs apLlLude abouL speclflc aspecLs of dlshonesLy
N vleled purpose LesLs ose seemlngly lrrelevanL quesLlons
< hys|ca| test
reemploymenL physlcal exam
1esL of physlcal ablllLy sychomoLor LesLs
Inte|||gence]cogn|t|ve ab|||ty ls a very general menLal capablllLy LhaL among
oLher Lhlngs lnvolves Lhe ablllLy Lo reason plan solve problems Lhlnk
absLracLly comprehend complex ldeas learn qulckly and learn from
experlence lL ls noL merely book learnlng a narrow academlc sklll or LesL
Laklng smarLs 8aLher lL reflecLs a broader and deeper capablllLy for
comprehendlng our surroundlngs caLchlng on" maklng sense" of Lhlngs
or flgurlng ouL" whaL Lo do
247
< ersonallLy measures have been used ln lndusLrlal work and
organlzaLlonal (lWC) psychology slnce 1920 when Lhey were
lnlLlally used ln lndusLry for personnel selecLlon purposes lf
you wlsh Lo use personallLy measures you should use
quesLlonnalres wlLh norms speclflcally developed for [ob
appllcanLs ln order Lo avold Lhe effecLs of Lhe lnLenLlonal
dlsLorLlon on Lhe LesL scores lnLenLlonal dlsLorLlon does noL
affecL Lhe valldlLy of Lhe personallLy measures and Lherefore
can be confldenLly used for personnel selecLlon purposes
< LmoLlon affecLs work behavlor very dlrecLly ln our obvlous
expresslon of lL for example negaLlve and poslLlve
senLlmenLs
< LmoLlonal selecLlon crlLerla may lnclude
lJeotlfyloq exttemes
lJeotlfyloq tbe sootce of bebovlot
Aotbeotlc exptessloo
uevelopmeotol ptoqoosls ooJ
lotslmooy
ersonallLy and emoLlonal lnLelllgence LesLs ln
ersonnel SelecLlon
248
Some lmporLanL emoLlonal lnLelllgence LesLs lnclude
< erformancebased tests by Mayer Sa|ovey and co||eagues
lnLelllgence 1esL (MSCLl1) conslsLs of subLesLs each of whlch asks
Lhe candldaLe Lo carry ouL Lasks (such as recognlzlng Lhe emoLlon
ln a face) Lo whlch Lhere are rlghL and wrong answers
mot|ona| uot|ent Inventory (|) by 8arn 1hls selfreporL of 13
subscales of Ll ls seen by MaLLhews eL al Lo overlap so heavlly wlLh
personallLy measures (parLlcularly Lhe 8lg llve) for Lhem Lo conclude LhaL
Lhls should be a cause of concern for Lhose organlzaLlons prepared Lo
employ lL ln personnel selecLlon"
< mot|ona| ompetence Inventory (I) 1hls lnvenLory markeLed
by Lhe Pay consulLancy alms Lo provlde a measure of Coleman's
model of Ll compeLencles comprlsed of Selfawareness Self
managemenL Soclal awareness and 8elaLlonshlp managemenL
LmoLlonal lnLelllgence LesLs
249
< Situational 1udgment Tests (SJTs) or Inventories (S1Is) are
a type oI psychological test which present the test-taker with
realistic, hypothetical scenarios and ask them to identiIy an
appropriate response. These are generally in a multiple choice
Iormat, but represent a distinct psychometric approach Irom
the common knowledge-based multiple choice item. They are
oIten used in industrial-organizational psychology
applications such as personnel selection.
< Multiple Iactors such as the reading level oI the SJT, the
dimensionality oI SJT scores, the various types oI
perIormance components in SJTs, the content oI SJT
situations, the Iormat oI the response instructions, the
cognitive processes that transpire when examinees choose a
response, the test-taking setting as well as the possible
examination outcomes, motive structures and experiences oI
the respondents are considered while administering such tests.
Situational Judgment Tests
250
Selection interviews play an important role as a source oI assessing the cognitive, social
and other related abilities oI an applicant.
A comprehensive understanding oI the eIIects oI the core processes on the outcomes oI the
interview requires a consideration oI the contexts oI the interview.
These contexts include the interview tasks imposed on the core process, the overall human
resource management Iunction, the organization, and the environment oI the organization.
Selection/Recruitment Interview
251
The elements oI imposed task structure
ob relatedness
Question focus
Behaviorally based rating scales
Restraints on questioning
%he use of alternative media
Using multiple interviewers
Accountability.
Note taking.
$tatistical combination of ratings to form fudgments.
Limited access to ancillary data
Consistent use of a decision model.
%raining and instruction
Task context
252
Format oI interview should include Iive critical phases:
Making introductory remarks about what is to take place
during the interview.
Asking question about an applicant`s education and prior
work history as they relate to the requirements oI the job,
as well as about relevant intangible qualities.
Providing inIormation about the job opening, its salary
and beneIits, and the organization.
Answering questions about the job and the organization.
InIorming the applicant about what happens next, beIore
ending the interview on a positive note.
Components /Types oI employment interview
253
Some important types oI job interviews are:
Exploratory interviews
Telephone screening interviews
Video screening interviews
Human Resource Interviews
The departmental interviews
Panel interviews
Peer interviews
Stress interviews
Types oI job interviews
254
CBT is gaining popularity overtime.
CBT allows the test taker to read the
instructions and questions Irom computer
monitor and then respond by using either a
light pen, which allows writing directly on
screen, a mouse to click on items on the
screen, or a keyboard Ior typing out
answers.
Computer Based Testing (CBT)
255
Second round interviews are conducted to give the candidates an up-close view oI
organization and work environment. Moreover it provides an opportunity Ior the
interviewers assess the candidate`s backgrounds and Iit with the company. 2
nd
round
interviews also help building organizational reputation with candidates and its
internal capability to recruit top talent into the company.
Important considerations and steps in such an interview include:
Plan and execute on-site second rounds
Make offers that get accepted
Get feedback, give thanks, make improvements, start again
Making salary offers require:
Foundational knowledge: what is total compensation?
DeIine components oI compensation like base salary, short-term incentives,
beneIits and perquisites; long-term incentives etc.
A macro view: external considerations
A micro view: internal considerations
SECOND RO&NDS INTERVIWS
256
Notes serve as a permanent record oI an interview, which help interviewers assess an
applicant's job suitability in relation to the job descriptions and as compared with other
applicants.
Effective documentation techniques include:
Only job related Iacts be reIerred to
A job description oI the applicant`s behavior, speech, attire, appearance to help
interviewer diIIerentiate between applicants.
Directly quoting applicant`s responses can be useIul Ior those jobs that do not carry
any experiential or educational requirements.
Interviewers are urged to avoid using point value system tied to Iorms that cite
subjective categories.
EIIective documentation relies on objective language. Any personal options should
be supported by job related inIormation.
Documentation is also useIul to the original interviewer and others considering rejected
applicants Ior Iuture openings and they can be used as evidence on employment
discrimination rules.
Documenting the interview
257
< ReIerence check becomes a challenging task as the employers
hesitate to disclose inIormation about the employees, Iearing
lawsuits, on account oI privacy or deIamation oI character.
< Legislation like Fair Credit reporting Act, Common law
Doctrine oI QualiIied Privilege, may act a hurdle in acquiring
background inIormation about an employee.
< Organizations seeking such inIormation must have a written
policy along with accompanying procedures Ior HR and others
to Iollow.
< This policy should clearly state the purpose oI such
inIormation, how to get it, what kind oI inIormation is
necessary, and how it will be used.
258
There is a range oI choices Ior organizations Iaced with decisions regarding person
job Iit:
The degree to which the organization is open to the external labor market; and
Decisions about internal movement internal selection or promotion are based on individual or
group criteria
Typology oI cost reduction, innovation, and quality enhancement strategies
Stages oI Decision making:
Decision making during screening:
Many Iactors will inIluence recruiters` decision making at this stage, e.g. capacity oI a Iirm to attract high-
quality applicants and to retain them once they are on the job.
Decision making during selection:
When candidates are hired, promoted, or placed in new jobs to achieve maximal productivity levels, the
accuracy oI the prediction oI their job perIormance is at stake.
The validity oI a prediction is oI great importance Ior the decision outcomes.
Three stages of selection decision making:
irst stage .What ways assessors combine candidate inIormation into a rating on a speciIic subjective
selection
$econd stage. How, subsequently, candidate scores on a set oI selection measures are combined in a
prediction oI Iuture job perIormance
%hird and last stage. Do alternative ways oI combining inIormation diIIer in their accuracy?
Decision strategies & stages
259
< The classic economic rationality model comes from economics and assumes
a perfectly rational decision maker who is completely aware oI all possible
alternative choices, is able to work with probability calculations, and can
deal with unlimited complex computations to determine the best alternatives
and to reach the maximum outcome.
$imons bounded rationality model ($imon, 1957), in contrast, states that
decision makers will satisIice and do not have the ability to maximize;
that is, they will choose an action that is 'good enough.
< udgmental heuristics outlook. Cognitive psychological research into
judgmental heuristics and biases has led to more insight into which biases
may inIluence human decision making.
< $ocial influences outlook. This phenomenon reIers to decision makers
sticking with Iaulty decisions. Social Iorces such as the need to save Iace,
but also deIensively ignoring inIormation, are some oI the reasons thought
to be behind the occurrence oI commitment escalation.
< Several exemplary empirical studies on selection decisions demonstrate how
such cognitive and aIIective inIluences impact upon the decisions made.
260
< Multilevel model oI selection decision making outlines
three layers oI inIluence on the decision strategies adopted
by organizations and selectors.
The micro level oI the selector highlights the potential Ior
aIIective and cognitive distortions, particularly as decision tasks
become more complex or uncertain.
The organizational context oI selection decision making
comprises various sources oI inIormation and pressures, which
not only dictate the direction that an organization may take in
terms oI hiring strategy but also directly Irames the task oI the
selector to either Iacilitate or constrain decision making.
And recognition oI the environment and its role in shaping
organizational selection practice illustrates more macro-structural
Iorces on decision making, and in turn how selection practice at
the level oI organizations has implications Ior society.
Integrating the levels
261
Predictive bias Ior Iour oI the most popular types oI
selection measures:
Cognitive ability tests: DiIIerences in mean scores
Ior various ethnic groups in terms oI :
$tereotype threat.
Language bias
Different speedaccuracy trade-offs
Work sample tests,
Personality inventories, and
Selection interviews
Selection Biases
262
Recruiters aim to select those applicants who occupy the capacities that are
necessary Ior the job and who Iit with the organization.
Interactionistic models oI human behavior (Lewin 1935) assumes that behavior
(B) is a Iunction oI the person (P) and the environment (E), expressed as B
f(P,E).
There are three domains oI human characteristics that are important Ior personnel
selection (Smith, 1994).
The Iirst domain concerns characteristics that are relevant to all work, such as cognitive
ability and work motivation.
The second domain concerns characteristics that are relevant to particular jobs or
occupations, such as job-speciIic cognitive abilities, knowledge, and personality traits.
The third domain involves characteristics that are relevant to the way a person relates to
a particular work setting.
The Iit literature reIers to the Iirst and second domains as demandsabilities (D
A) or personjob (PJ) Iit: Fit occurs when an individual has the skills and
abilities that are highly valued Ior successIul job perIormance.
There are three levels oI P-J Iit:
Individual level: Personjob Iit reIers not only to the match between an applicant
and the requirements oI a speciIic job.
Team level: Person-team (PT) and person-person (PP) Iit Personteam Iit,
deIined as the match between the employee and the immediate workgroup.
Organizational level: Organizational characteristics may involve aspects such as
structures, tasks, technology, and organizational culture.
Selecting Ior Iit
263
Maximum perIormance situations may demand some
additional skills needed to a lesser extent during typical
perIormance, such as selI-management skills in the sense
oI the ability to regulate one`s thoughts and emotions
when under pressure.
As per pedagogical psychology, and Ieedback
intervention theory, maximum perIormance conditions
may raise cognitive interIerence and anxiety, giving
perIormers additional Ioes to battle against while they
are asked to concentrate on the task.
264
EEO laws exist to ensure that individuals have
the right to compete Ior all work opportunities
without bias because oI their race, color,
religion, sex, national origin, age or disability.
Laws are also available to develop policies
prohibiting the use oI controlled substances in
the workplace.
These legislations vary Irom country to
country in accordance with prevailing
environmental and cultural Iactors.
Employment legislation
265
Some important EEO laws oI &SA are :
Civil rights act oI 1866
Equal pay act oI 1963
Comparable worth
Age discrimination in employment act oI 1967
Rehabilitation act oI 1973
Americans with disabilities act oI 1990
Religious discrimination guidelines
National origin discrimination guidelines
Immigration reIorm and control act (IRCA) oI 1986
Drug Iree act oI 1988
Employment at will and termination at will
Employment legislation
266
Discussion - 08
27.11.2010
267
Ident|fy Iacancy
G
repare Iob Descr|pt|on and person Spec|f|cat|on
G
Advert|se
G
Manag|ng the kesponse
G
Short||st|ng
G
keferences
G
Arrange Interv|ews
G
onduct 1he Interv|ew
G
Dec|s|on Mak|ng
G
onvey 1he Dec|s|on
G
Appo|ntment Act|on
1he maln 8S sLages
268
1o brlng ln more effecLlveness ln Lhe
recrulLmenL process P8 would follow a
speclflc pro[ecL deadllne of 8 f (from Lhe
day lL had recelved Lhe approved Manpower
8equlslLlon) Lo hlre a new employee
8ecrulLmenL Cycle 1lme
269
8ecrulLmenL hases
Phase Activities Time frame
I
Role dentification, Job Description, CV Sourcing & nitial HR
short-listing
15 days
II
Organizing the Written Tests 5 days
Organizing the First Technical nterviews 5 days
Organizing the Final nterviews 4 days
Sessions to take the final decisions 3 days
III
Preparing the Salary Proposal, Negotiate with the selected
candidates & offer closure
6 days
270
Some organizations choose to use outsourcing (i.e., hiring
outside consultants/vendors) Ior some oI their recruitment
and selection activities.
There are many outsourcing agencies and head-hunting
Iirms that specialize in recruiting upper-level management
prospects.
These companies generally have large networks and many
resources to identiIy qualiIied candidates.
Many organizations rely on the expertise oI these
specialized Iirms to locate viable talent Ior their high-level
positions.
R&S: Getting it done by others - Outsourcing
271
Many organizations outsource Ior background/reIerence
checks and drug screening as part oI their selection process.
Typically, organizations do not have the resources or
capability to conduct drug screening, so they must partner
with a medical lab to perIorm this activity.
Another outsourcing example is conducting background and
reIerence checks, which can be very expensive and time
consuming.
By contracting with companies specialized in these
activities, organizations can expedite the selection process.
Getting it done by others - Outsourcing.
272
Organizations use outsourcing Ior the Iollowing activities
Pre-employment testing,
Telephone assessment (e.g., interviews and simulations),
Behavioral assessment (e.g., assessment centers)
Some organizations might not have the resources or
expertise in-house to develop and maintain assessment
activities. For such organizations, outsourcing could be
beneIicial. Many consulting Iirms specialize in testing and
behavioral assessments.
These companies have the technology and expertise to
develop and perIorm assessments that comply with legal
guidelines.
Getting it done by others - Outsourcing.
273
Outsourcing oI recruitment and selection process is done
through:
Employment agencies
Have job seekers registered with them, or
Advertise the positions
Consultants
Generally work Ior specialist jobs at proIessional or upper
management level jobs.
Personally contact the potential candidates themselves
Managers decide whom to give the task Ior their organization,
keeping in view the nature oI their requirement.
Outsourcing.
274
1ypes of emp|oyment agenc|es
Genera| whlch handle all Lypes of employmenL lncludlng
labor hlre
Spec|a||sts Whlch handle speclflc Lypes of employees such as
clerlcal managerlal sales legal or compuLer sLaff eLc and
Serv|ces for government agents 1hese lnclude [ob neLwork
provlders whlch handle employmenL aL local level and
speclallsL areas deallng wlLh lndlgenous employmenL dlsabled
or lmpalred employees school leavers (wlLh career advlce)
older workers eLc
Outsourcing.
275
Why to outsource?
External sources are generally more economical
Turning the management` s Iocus to strategic level processes oI
HRM
Accessibility to the expertise oI the service providers, as agencies
are better equipped to handle the diIIicult situations and positions
Freedom Irom red tape and adhering to strict rules and regulations
Optimal resource utilization
Structured and Iair perIormance management
A satisIied and, hence, highly productive employee
Value creation, operational Ilexibility and competitive advantage;
&
Ensuring internal conIidentiality, especially when organizations do
not want their internal staII or external competitors to know their
Iuture staIIing plans.
The organizational context Ior R&S
276
1o be a successful recrulLer for an organlzaLlon an agency shall have
followlng lmporLanL lnformaLlon
!ob lLs LlLle locaLlon or Lhe organlzaLlonal charL showlng as Lo whom Lhe new
appllcanL would be responslble and oLher poslLlons Lo whlch Lhe [ob ls relaLed
A descrlpLlon of general responslblllLles and a deflnlLlon of speclflc duLles
1he person speclflcaLlons or Lhe broad plcLure of Lhe person requlred whlch
should emerge from Lhe llsL of Lhe duLles 1hls may lnclude Lhe educaLlon
skllls ablllLles and speclal compeLencles requlred for Lhe [ob
1he culLural flL whaL aLLlLude and values LhaL wlll besL flL lnLo organlzaLlonal
and deparLmenLal culLure
1he salary range and Lhe beneflLs envlsaged and
erformance ouLcomes lncludlng key performance areas (k8As)/key
performance lndlcaLors (kls)
277
Evaluating agencies Evaluating agencies
The decision on whether to use an agency should
be based on cost beneIit analysis.
Agencies having good previous record are
preIerred while selecting an employment agency.
Seek advantage oI continuous association with
one or two agencies
278
Selecting the right recruitment consultant is essential Ior the eIIective
recruitment processes. A successIul Recruitment consultant is
someone who is determinative, Iocused, and able to create
opportunities Ior him, works harder and smarter than competitors
and continually set and achieve higher standards.
While deciding on hiring recruitment consultants, Iollowing points
may be considered:
The reputation oI the consulting Iirm in the job market (based on expertise and
experience)
Who are the consultant`s or Iirm`s past and present clients?
Consultant`s expertise and experience (Irom how long has he/Iirm been in the
business)
Does the recruitment consultant have the requisite resources to complete the targets
on time?
Get the idea oI the eIIectiveness and the services oI the recruitment consultant Irom
its current and past clients.
Recruitment consultants
279
Qualities of an independent recruitment consultant:
Some oI the qualities or characteristics looked in
recruitment consultants are:
Marketing skills Flexibility and adaptability
Wisdom Exuberance
Ability to prioritize Ambition
ResourceIulness Diplomacy/ delicacy
See Ior example Sidat Hyder: http://www.sidathyder.com.pk/
Recruitment consultants
280
A systematic and proactive approach to obtain employees
Ior particular position.
It is diIIerent Irom methods oI advertisement jobs:
Candidates do not take initiative oI responding to ads etc, but
approached by recruitment agencies and consultants themselves.
It`s a logical approach to determine who should be contacted as a
potential candidate using the results oI a team research analysts.
Final phase involve:
Arranging interviews Ior shortlisted candidates, with the client,
Negotiating with the chosen candidate,
Checking the reIerence oI the chosen candidate, and
Declining the candidates who are not chosen.
Executive search
281
Advantages Ior the client to use executive search Iirms include:
Elimination oI the need Ior the client to spend time organizing
the logistics oI internal interviews;
The search Iirm`s wide market knowledge and experience in
negotiating package can be brought to bear on the client`s behalI;
Elimination oI the need Ior the client to spend time in checking
reIerences;
The search Iirm`s experience in declining the candidates and
letting them down gently can prevent possible embarrassment
and maintain a good image Ior the client in the market;
Introduction oI a high element oI the proIessionalism to the
project; and
Reducing the risk oI Iailure.
Executive search.
282
BeneIits oI executive search:
Time saving
Better results in the shape oI better
candidates
Better talent pool
Logical, innovative and analytical search
strategy
Executive search.
283
CovernmenLs fund a neLwork of employmenL agencles and
supporL Lhese ln reglsLerlng people wlLh speclal needs
lL also helps ln hlrlng apprenLlceshlp and Lralnees for Lhe
sLaLe
llnanclal lncenLlves are avallable Lo employers as parL of Lhls
endeavor
1hese agencles also help Lhe federal provlnclal and local
governmenLs Lo hlre new employees for Lhe [obs as per Lhelr
needs
CovernmenL funded agencles
284
ueclslon on uslng an ouLsourclng organlzaLlon
lles on
AvallablllLy of lnLernal resources
8eneflLs of recrulLmenL asslgnmenL
Scope of recrulLmenL asslgnmenL
AvallablllLy of flnance
urgency of Lhe placemenL and
AvallablllLy of Lhe poLenLlal candldaLe
1he ouLsourclng declslon
285
Placing the right people in the right jobs reduces the
staII turnover rate and the costs involved with
constant recruitment.
Time spent Iocusing on this activity alone is time
well spent and an investment in the Iuture oI the
organization.
Recruitment training is vital and will help boost the
conIidence oI the recruiters as well as improving the
caliber oI the workIorce.
Training on recruitment and selection
286
Objectives oI such training program may include:
Developing job speciIications and person
speciIications to Iit current recruitment needs oI
the business,
Examining selection methods and their
eIIectiveness to help identiIy the best interview
candidates, and
Developing communications and techniques in
order to get the best out oI recruitment interviews.
Training on recruitment and selection.
287
Important areas Ior such training include:
Introduction
Types oI interview
Basic requirements
Communication
Preparing for the interview
Factors that could aIIect the interview
Gathering inIormation
Planning & setup
Objective and question setting
Interview Conduct
Controlling the interview
Questioning techniques
Active listening
Non-verbal communication
Creating rapport
Training on recruitment and selection.
288
< Analyzing the vacancy
< Job SpeciIication
< Candidate proIile
< Selecting the candidate
< Selection methods
< Recruitment interview
< Creating the right environment
< Organization representation
< Employment legislation
< Analyzing the interviewee
< Induction plans
< Developing plans
< Short and long term objectives
Training on R&S
289
Organizational characteristics like location, size and type oI
business eIIect the applicant`s decision to apply Ior a particular
job.
In today`s rapidly changing workplace with a highly educated
workIorce, jobs providing autonomy, decision making authority,
and opportunities Ior selI development are considered more
attractive Irom applicant`s point oI view.
The size oI an organization inIluence its attractiveness to
prospective employees as well as organizational recruitment
strategies.
Job seekers tailor their job search to match the recruiting
strategies used by large or small organizations.
Organizational context oI R&S
290
Large Iirms use relatively more bureaucratic and Iormal
practices to hire new employees.
Large Iorms tend to start earlier and use trained recruiters
and campus placement oIIices.
They are more likely to base their decision on candidate`s
objective qualiIication and the results oI employment tests.
These organizations are more vulnerable to legal issues, and
are more careIul towards adopting prescribed recruiting
method.
The smaller Iirms may not be Iollowing the process
religiously.
291
CorporaLe lmage
8epuLaLlon of an organlzaLlon ls of lmporLanL
concern for [ob appllcanLs CrganlzaLlons wlLh
beLLer lmage are more aLLracLlve
Lack of aLLracLlveness could lead Lo blgger
problems ln LlghL labor markeL especlally when
Lralned and educaLed labor ls Lhe prlmary
requlremenL
292
Discussion - 09
04.12.2010
293
Slgnlflcance and meLhods of CrlenLaLlon
rogram
LxpaLrlaLe SelecLlon
A rocess Approach SelecLlon of 1eams
8eyond Lhe fundamenLals of employee
orlenLaLlon
CuLllne
294
< Orientation is deIined as:
amiliarization with and adaptation to a situation or
environment"
< Organization`s orientation means sending new hires to
a brieI meeting during which someone Irom HR
department, describes the company`s history, rules and
beneIits to the new entrant in the organization.
< Topics included in such a program may include
organization`s mission, values, corporate culture, and
how individual goals can coexist with those oI the
organization, while supporting this culture.
< The time and eIIort invested in this process saves the
time and cost invested during the long recruitment
process.
Orientation
295
To encourage the new employee to Ieel like a contributing
member oI the organization`s team Irom the very outset.
To Iacilitate him/her in getting acclimatized in new setup.
To Iamiliarize the newcomer with his/her colleagues/team
members, job responsibilities, perIormance expectations/
standards, organization`s culture and environment.
To have new employees leave at the end oI their Iirst day
Ieeling like a valued employee, not a new hire.
The companies with well organized orientation programs want
people to Ieel like they have already worked Ior the company
beIore Iormally starting their job.
Objectives oI orientation
296
< To employers:
Setting tone Ior eIIective employer-employee relationship
Help shortening employees` learning curve
Beginning the process oI promoting open communication between the manager
and staII.
It is cost eIIective as it saves lot oI time and money spent in the process oI
recruitment.
< To employees:
Employees seek basic inIormation required Ior their new job, like
clothing, parking, oIIice location, supplies and equipment, phones,
computers, Iood etc.
They get acquainted with their team mates/colleagues, and the managers
to whom they have to report.
They learn about policies, procedures as well as the perIormance
indicators, e.g. what makes them eligible to rewards? what are the code oI
conduct and the consequence Ior violating the policies, etc.
They also get inIormation about their speciIic role in getting the
organizational goals achieved, their competitors, issues and threats etc.
BeneIits oI orientation program
297
Organizational orientation
A structured and Iormal orientation program, which
entails the introduction to the organization and its
people.
Generally a representative Irom the HR department
along with experts, management or any other person,
deemed important by the authorities, carry out this
process.
It could be a long and continuous program Ior an
extended period, which may go to an year as well.
The management may consider including the already
working employees to attend the Iormal presentations
as a reIresher course.
Management may include any important topic in the
orientation program as a part oI the Iormal
presentation.
Methods oI orientation programs
298
< Organizational orientation
Gives new employees an overview oI the organization`s history, products
and services;
Describes how the organization sets itselI apart/distinct Irom its chieI
competitors;
Explains the organizational culture;
Describes the organization's philosophy, mission and goals;
Explains how vital each employee is in accomplishing company`s goal;
Discusses the organization`s culture (e.g. its commitment to work/liIe
balance);
Explains career development opportunities, including available training,
mentoring programs, tuition assistance, and promotional opportunities;
Describes the beneIits and employee services oIIered;
IdentiIies the organization`s commitment to equal employment opportunity,
diversity, non-harassment, health and saIety;
Reviews the interrelationship between various departments;
Outlines the company`s standards oI perIormance and policies and
procedure;
Outlines saIety and security practices.
299
Organizational orientation
Employee handbook, a part oI organizational orientation:
provides a written declaration oI company`s commitment to Iair
employment practices and equal employment opportunity with
regard to all employees in all work-related instances;
expresses the basic philosophies oI senior management through
both content and tone;
serves as a basic communication tool pertaining to various
areas oI work;
clariIies and organization` s expectations oI its employees;
outlines the beneIits and privileges oI working Ior an
organization.
300
Departmental orientation:
The second phase oI employee includes relatively inIormal
but more important session, where the newcomer is
introduced to his/her actual work settings and job
requirements.
Some important steps include:
Introduction to the people with whom he/she will be
interacting during his/her work;
A Iormal round oI the department, to introduce the new
employee with diIIerent work settings, equipment and
his/her own oIIice/work arrangements;
Introduction to other important areas like, canteen, water
cooler, prayer area, rest room, child care center, etc.
301
Departmental orientation:
Content oI the departmental orientation may include:-
Departmental responsibilities;
Interrelationship between employee`s department and other departments;
Department structure;
Department culture;
Job duties and responsibilities;
ConIidentiality;
PerIormance expectations;
Hours oI work;
Meal and break periods;
Payroll;
Personal telephone, calls and personal use oI the computer;
Reporting relationship; and
Vacation scheduling, etc.
302
< Orientation can be enhanced by a wide range oI techniques and
approaches. Among the most popular is the partner program a one-on-
one relationship between a new hire and another employee Irom the
same department.
< Another approach to orientation Ior newly hired employees is oIIering to
them online. This process allows employees to log on to a guide that
takes them through anyone oI several areas typically covered during
conventional orientation programs.
< Blended learning reIers to the Iormal combination oI two or more
delivery modes to meet a speciIic set oI learning objectives.
< Typically the delivery modes are technology based lessons and
traditional class room instructions.
< Orientation can lead to and lay the Ioundation Ior on-boarding . On-
boarding continue Iar beyond the point at which orientation programs
typically end, lasting as long as a year or more.
< A one size Iits all approach to employee orientation rarely succeed. It
depends on speciIic variables that drive its orientation program content,
Iormat, participants, and duration.
Beyond Iundamentals oI employee orientation
303
LxpaLrlaLes
Work for mulLlnaLlonal companles (MnCs)
lace sacrlflces assoclaLed wlLh worklng overseas
ueal wlLh an unfamlllar culLure
Lnhanced responslblllLles
oLenLlally hlgher llvlng expenses
Expatriate Selection: A Process Approach
304
What dimensions should be used in validating predictors Ior
expatriate selection?
305
llrms recrulL professlonal managers who are
expaLrlaLes senL from Lhe headquarLers Lo
operaLe Lhelr buslness
ln pracLlce Lhe flrms hlre professlonal P8
managers who have formal Lralnlng ln P8M Lo
oversee Lhe P8 operaLlons
rocess
306
LxpaLrlaLes wresLle Lo undersLand some of Lhe paradoxes" Lhey flnd ln Lhe hosL counLry lor
Lhls reason Lhese ldeas are called lessons earned" raLher Lhan slmply lessons learned"
Worklng abroad means 1 AdvenLure 99 lrusLraLlon
Worklng abroad can be a llfechanglng experlence yeL llke any such experlence lL can be
palnful and frusLraLlng
eople who work ouLslde Lhelr home counLrles Lyplcally go Lhrough predlcLable sLages of
ad[usLmenL from exhllaraLlon and curloslLy
Lo Lhe new slLuaLlon
Lo seLLllng ln
Lo frusLraLlon ln flndlng LhaL Lhelr usual approaches Lo geLLlng Lhlngs done [usL don'L
work"
Lo accepLance of Lhe new slLuaLlon and lLs consLralnLs as normal and
flnally (lf lucky) Lo ad[usLmenL and becomlng an effecLlve conLrlbuLor ln Lhe new
envlronmenL
1he advenLure" of a new slLuaLlon reveals lLs own rouLlnes mundane aspecLs
frusLraLlons and sLress [usL as any work envlronmenL does
naLure of asslgnmenL
307
llrms faclllLaLed conLrol by bulldlng up faclllLles ln one reglon
whenever posslble Also Lhey Lrled Lo place expaLrlaLe or Pong
kong managers ln charge of remoLe locaLlons Lo ensure LhaL
needed acLlons and flrm culLure were malnLalned
lorelgn flrms also emphaslzed soclallzlng workers lnLo an
orlenLaLlon Loward efflclency and Leamwork 1he use of
menLorlng company slogans songs ouLlngs and shorL holldays
were regular parL of flrm soclallzaLlon Lechnlques
nonmoneLary compensaLlon llke Lrlps Lo Pong kong or overseas
proved Lo be effecLlve moLlvaLors and useful ln bulldlng
commlLmenL Lo Lhe organlzaLlon
Managlng dlverslLy and sLraLeglc P8u
308
Puman resource managers musL help colleagues shed
Lhe expaLrlaLe menLallLy and become aspaLlal
careerlsLs" who vlew Lhe flrm as spaLlally neuLral"
(8oberLs eL al 1998 p96) raLher Lhan an enLlLy
deLermlned by geographlc boundarles (uclk Saba
1998)
?eL problems can surface lf corporaLe values confllcL
wlLh local norms and pracLlces When dlfferences arlse
beLween home and hosL markeLs especlally when such
dlfferences have culLural overLones P8's goal ls Lo
ensure LhaL subculLures never become counLerculLures
Managlng dlverslLy
309
1he lnLernaLlonal P8M has a sLrong focus on
execuLlve developmenL (Schuler eL al 1993)
Much of Lhls work deals wlLh expaLrlaLe
compensaLlon (8ovlache and lernandez 1997)
P8u pracLlces selecLlon and recrulLmenL and
performance managemenL of Lhe global manager"
lnLegraLlng Lhe execuLlve lnLo Lhe hosL company's
culLure and reenLry lnLo Lhe home culLure are
promlnenL buL do noL address a full range of lssues
Managlng dlverslLy
310
Learnlng from confllcL ln dlverse lnLerflrm seLLlngs
can be a vlLal source of compeLlLlve advanLage for a
global parLnershlp (Lam 1993)
Carefully planned lnLernaLlonal asslgnmenLs are
lmporLanL Lxposure Lo relevanL lnducLlon programs
and saLlsfylng work experlence ls lmporLanL ln
ensurlng developmenL and Lransfer of learnlng
useful work has been done on Lhe lmpacL of
mulLlnaLlonal corporaLlon lnLernaLlonallzaLlon and
Lhe developmenL of employees
Managlng dlverslLy
311
lnLernaLlonallzaLlon of P8u has however been found Lo span a wlde
occupaLlonal specLrum and ls noL solely a feaLure of a dlsLlncL lnLernaLlonal
managemenL cadre (kaLz and Mckersle 1986)
Work sLudy vlslLs of employee represenLaLlves and shop sLewards ln mulLl
naLlonal companles Lo slLes ln oLher counLrles and aLLendlng Lralnlng
programs abroad has become lncreaslngly common among Luropean
companles operaLlng ln Afrlca eg volkswagen
1hls underllnes Lhe poLenLlal sLraLeglc role of P8u ln creaLlng globally
knowledgeable employees who undersLand Lhe broader exLernal facLors
affecLlng Lhelr organlzaLlon's compeLlLlve capablllLy 1hls ls one way ln whlch
P8u can conLrlbuLe Lo Lhe process of exLernal and lnLernal sLraLeglc flL
Managlng dlverslLy
312
4-a Issues 4-a Issues
Host country national or expatriate????
Depends on.
Culture
Technology, skill
Legal restrictions
International executive
cadre
313
Thus, international assignees or expatriates
can be deIined as 'employees oI business or
government organizations who are sent by
their organization to a related unit in a country
which is diIIerent Irom their own, to
accomplish a job or organization-related goal
Ior a pre-designated temporary time period oI
usually more than six month and less than Iive
years in one term.
314
< The potential beneIits oI expatriate assignments Ior both
companies and individuals are tremendous. However, companies
and individuals only beneIit Irom these expatriate assignments
when the assignments are, in Iact, successIul.
< It is critical Ior global organizations to attract, select, develop, and
retain employees who possess the necessary knowledge, skills, and
abilities required Ior international jobs.
< Given the important role successIul expatriates will play,
determining who will be the most successIul on an expatriate
assignment also becomes critical. Thus, rigorous selection Ior
international assignments is likewise critical.
< Proper expatriate selection will help reinIorce corporate integrity,
values, and culture (with the right corporate representatives in
place), improve the multinational`s return on investment (oI the
expensive human capital investment), and avoid assignment
Iailure.
315
< Criteria for expatriate success:
< Characteristics that are considered important in the domestic
context should also be considered desirable in the international
context, e.g. job attendance, job perIormance, and employee well-
being, etc.
< Selection instruments with predictive validity in the
domestic context may have less predictive power in
international selection procedures due to the very speciIic
requirements oI an international job, such as language
proIiciency, adaptability, and cross-cultural awareness.
< Thus, employees` competencies as shown in their home
organization are not a guarantee Ior employees` cross-
cultural eIIectiveness during their global assignments.
< In most Iirms, the selection oI expatriates is mainly based
on job knowledge and technical competence.
316
Berry`s framework of acculturation and adjustment of expatriate
( 1997) include:
The experience oI being conIronted with another culture, which tends
to be more dramatic when the new culture highly diIIers Irom the
individuals` own culture.
The way in which individuals perceive the meanings oI these cultural
experiences, either in a positive or negative way.
The way in which individuals engage in coping strategies in order to
deal with strange (and potentially problematic) situations.
When individuals do not adequately cope with the stressors they Iace,
they will experience the Iourth phenomenon high stress levels and
the associated anxiety and depression.
Finally, a level oI psychological adjustment is achieved by each
individual experience oI this global relocation, ranging Irom poorly
adjusted (or maladjusted) to highly adjusted (psychological well-
being) to the host culture.
317
Selection measures that might be suitable in the context oI
expatriation may include:
Cultural experiences like cultural novelty, role ambiguity, value
diIIerences, are essential ingredients oI an expatriate`s job.
An expatriate`s job analysis should include speciIic job
characteristics associated with the cultural context oI the job.
In particular, selection oI expatriates should be Iocused on
measuring:
Flexibility regarding uncomIortable daily living situations,
Flexibility regarding leadership styles and the use oI
inIluence tactics and/or speciIic leadership abilities that Iit
the host culture perceptions oI leadership, and
Applicants` basic values and their tolerance Ior ambiguity.
318
Appraisal of and coping with culture experiences
Appraisal oI and coping with culture experiences aIIect cross-cultural adaptation.
It is inIluenced by the extent to which expatriates use categorizations and
stereotypes.
Expatriates` motivation Ior an international assignment and their dispositional
tendency to approach or avoid unknown situations aIIect their evaluation oI
cultural experiences.
Finally, expatriates` coping styles, particularly those that are Iocused on seeking
social support, are directly related to their psychological cross-cultural
adjustment.
Consequently, selection oI expatriates should include measures that reIer to:
1) Tolerance oI ambiguity,
2) Pull and push motivations and expectations,
3) Dispositional mastery- avoidance goals, and
4) Personality predictors oI seeking social ties and support, such as core selI-
evaluations.
319
Big five personality dimensions and job performance model (Barrick & Mount,
1991)
Most oI the time international recruiters apply their domestic selection model, in
which conscientiousness dominates, to expatriate selection.
Extroversion seems important, because expatriates who are assertive enough to
establish some interpersonal relationships with both host nationals and other
expatriates are able to learn the work and non-work social culture oI the host
country more eIIectively.
The ability to Iorm reciprocal social alliances is achieved through the personality
characteristic oI agreeableness. Expatriates who are more agreeable (i.e., deal with
conIlict collaboratively, strive Ior mutual understanding, and are less competitive)
report greater cross-cultural adjustment and greater success on the assignment.
Emotional stability is a universal adaptive mechanism enabling humans to cope with
stress in their environment. Given that stress is oIten associated with living and
working in an ambiguous and unIamiliar environment, emotional stability was Iound
to be an important personality characteristic Ior expatriates` adjustment to the host
country and completion oI an expatriate assignment.
Personality characteristics and Expatriate Selection
320
< Openness to experience is related to expatriate success
because individuals higher in this personality characteristic
have Iewer rigid views oI right and wrong, appropriate and
inappropriate, etc., and are more likely to be accepting the
host culture.
< Positive relationships were Iound only between selI-
monitoring and assignment-speciIic perIormance (e.g., the
transIer oI inIormation and language and cultural proIiciency),
while relationships with other perIormance dimensions were
negative or did not exist.
< It could be useIul to use selI-monitoring as a predictor Ior
expatriate success iI the international position concerns high
levels oI intercultural interaction.
< intuition and creativity accelerate decision making in
competitive situations through the use oI tacit knowledge oI
the environment and through improvisation and taking risks.
Personality characteristics and Expatriate Selection
321
Process Ior selecting global assignees has Iour phases, namely:
Decision making or selI-selection:
potential candidate pool should be identiIied - To help Iacilitate this, selI-
selection instruments are available, such as The SelI-Assessment Ior Global
Endeavors, etc.
The goal oI a selI-selection instrument is to help employees make a
thoroughly inIormed and realistic decision about a global assignment.
This will encourage employees to critically evaluate three signiIicant
dimensions:
1) personality and individual characteristics,
2) career issues, and
3) Iamily issues
Creating a candidate pool - The database may include the Iollowing pieces oI
inIormation: availability, languages the employee speaks, countries preIerred,
technical knowledge, skills, abilities, etc. For this phase to be successIul, all
interested employees should be in the candidate pool database.
Steps in developing an expatriate selection system
322
Technical and managerial skills assessment - In the business unit, each
candidate`s technical and managerial readiness will be assessed, relative to the
needs oI the assignment. Depending on the speciIic assignment, candidates`
cross-cultural leadership skills and their Ilexibility in leadership style should be
assessed together with their cognitive abilities, conscientiousness, intuition, and
creativity as relevant predictors oI perIormance.
Making a mutual decision - There are three common elements in all successIul
global assignee selection programs.
The Iirst is that they start early by engaging employees to consider a global
assignment. The best candidates are Iound when individuals` decision-
making processes are engaged long beIore a position becomes available.
The second element is to involve the Iamily as early as possible in the
process. Research has concluded that each Iamily member will inIluence the
assignment positively or negatively.
The third element is to maintain enough Ilexibility in the system to allow Ior
de-selection at every phase.
Steps in developing an expatriate selection system
323
Attention must be paid to several key team design principles, each oI which has
downstream implications Ior the design and implementation oI team selection systems:
Individual roles within the teams should be necessary to the team. Prior to
selection it is important to determine each team member`s role and identiIy team
and individual objectives in order that team members can see and demonstrate the
value oI their work to team success.
Individual roles should be meaningIul and intrinsically rewarding. II individuals
are to be selected who are committed and creative, then their team tasks must be
rewarding, engaging, and challenging.
Individual contributions to the team should be identiIiable and subject to
evaluation.
Those selected to work in teams not only have to Ieel that their work is important,
but also that their perIormance will be visible to other team members.
The team should have an intrinsically motivating and interesting set oI tasks to
perIorm. Selecting motivated people to work in teams requires that team tasks are
intrinsically engaging and challenging.
Perhaps oI greatest importance, there should be clear team goals with clear team
perIormance Ieedback.
Selection oI Teams
324
The team should have a just suIIicient number oI members
to successIully complete its task, but should not be so big
that participation becomes diIIicult.
The organization should provide adequate (though not
necessarily abundant) resources to enable the team to
achieve its targets or objectives.
Resources include: having the right number and skill mix
oI people; adequate Iinancial resources to enable eIIective
Iunctioning; necessary secretarial or administrative
support; adequate accommodation; adequate technical
assistance and support.
Selection oI Teams
325
< Predictors of teamwork: Generic and speciIic
considerations - In jobs that are not team-based, the selection
challenge essentially involves determining what set oI
individual characteristics best predict how well candidates
will perIorm the tasks involved in a particular job.
Teams can vary enormously and on several dimensions and these
variations can have important implications Ior selecting team
members.
< Validation at the individual, and group level - The
particular individual perIormance outcome that gets assessed
may, or may not, represent a construct that overlaps
suIIiciently with that captured by the team-level outcome.
Asecond complication involves the derivation oI (group-level) team
composition with respect to the predictor in question. That is, in
most situations, the assessment oI predictor criterion relations at
the group level Iirst requires a strategy Ior combining the relevant
characteristic, across team members, to produce a team-level
measure oI composition (e.g., 'team extraversion; 'team KSAs)
Issues in team selection
326
Team history, time and change - A Iurther
complication is that some situations involve
several personnel who are being selected to Iorm
newly created teams while, in others, a single
individual is being selected to Iill a spot in an
already existing team.
Selection based on such characteristics would proceed
in a traditional, top-down Iashion regardless oI the
team`s history or its existing composition. This issue
is relevant, however, iI one takes the perspective that
variability in the to-be-selected-Ior characteristic
enhances team perIormance.
Issues in team selection
327
organizations are inherently multilevel and
hierarchical, they must conIorm to the same laws
that govern all multilevel systems
To acknowledge that selection occurs within
organizations is to acknowledge that selection must
also be part oI this multilevel system and adhere to
these rules.
Individual behavior is nested within, and aIIected
by, inIluences Irom multiple levels: workgroup
(e.g., coworkers), department (e.g., work
schedules), organization (e.g., HR practices), region
(e.g., labor pool), nation (e.g., laws), and culture
(e.g., individualism collectivism), among others.
Multilevel Selection and Prediction
328
Discussion - 12
11.12.2010
329
Outline
Part A: Staffing the MNE
Part B: Strategic Staffing
330
Part A: StaIIing the MNE
Staffing the Multinational Enterprise is a
difficult endeavor. Firms must deal with
gaining a global orientation in the Board of
Directors, the rank and file of the company,
and deal with a number of country specific
issues.
331
StaIIing the MNE: The Board
Firms seeking a global orientation Irequently start
with the BoD. By doing this, they gain needed
international insight into markets, customer
demands, and country speciIic business issues.
Firms typically start with nationals who have
international experience, and then move on to
Ioreign nationals. Representation is an important
issue as Iirms seek true expertise in the international
market.
332
StaIIing the MNE: Rank Terms
O PCN - Parent Company Nationals
O HCN - Host Country National
O TCN - Third Country National
333
StaIIing the MNE: The Ranks
Staffing the Multinational Enterprise`s employees is also a
difficult endeavor. Firms go through stages where they
use:
O Ethnocentric Staffing - PCNs almost exclusively
O Polycentric Staffing - HCN in key positions
O Regiocentric Staffing - Regional basis
O Geocentric Staffing - TCN, HCN, PCN equal status
334
StaIIing the MNE: Issues
O Adjustment of/to corporate policies
O Variations in employment markets and labor
policies
O HCN adjusting to higher productivity
requirements
O Finding skilled HCN
O Very high turnover
335
The Expatriate WorkIorce
The Expatriate Workforce is small in
comparison with total Multinational
Enterprise employment, less than 1 oI total
employment. The numbers are growing as
more companies are pursuing global
objectives.
336
The Expatriate WorkIorce: Terms
O Traditional Expatriate, older and experienced, selected Ior
experience and knowledge
O International Cadre, individuals who move Irom one
assignment to another
O Permanent Expatriate, employees who are permanently
assigned to overseas locations
O Young Expatriate, needs experience, is sent Ior rotating
assignments
O Temporary Expatriate, goes on short assignments
./.
337
The Expatriate WorkIorce: Terms
O Expatriate Trainee, placed abroad Ior
management experience as part oI
Multinational Enterprise initiation
O Virtual Expatriate, the expatriate who takes
on Ioreign assignments while staying in the
home oIIice
338
The Expatriate WorkIorce: Pro
There are advantages to using expatriates.
Frequently, locals are not ready to take the
responsibility.
Expatriates contribute essential knowledge
and corporate history.
Expatriates serve as a mechanism Ior
perIormance control, and transmit corporate
culture and goals.
339
The Expatriate WorkIorce: Con
There are disadvantages to using expatriates.
There is a disincentive to the local workIorce
whose promotion is blocked and who earn
poor wages.
Expatriates can rob a company oI skills
development, insight development, and
initiative oI locals.
Expatriates also have a high risk oI Iailure.
340
Expatriate Failure
Failure is frequent.
It occurs when the assignee returns prematurely
or when perIormance does not meet
expectations.
Rates range Irom 15 to 80.
The highest Iailure rate is Ior &nited States
nationals.
341
Failure Costs
The costs for failure are substantial, ranging
Irom $55,000 to $150,000 per Iailure in direct
costs. The real cost iI higher as it includes
cost oI selection and replacement, training,
preparation, moving, lost revenue, lost
reputation, lost opportunity, and lost Iuture
value.
342
Failure Reasons
The reasons for failure are legion/multiple.
These include spouse unhappiness, inability
to adjust, immaturity, inability to cope with
responsibility, stress, lack oI technical
competence. Lack oI motivation is also a
problem. Dual career Iamilies are Irequently
hurt in the expatriate assignment.
343
Expatriate Selection
Successful expatriates need three sets of skills:
O Personal Skills, stress orientation, reinIorcement
needs, substitution, physical mobility, technical
competence, dealing with alienation, isolation,
realistic expectations, etc.
O People Skills, relational abilities, willingness to
communicate, non-verbal communication, respect
Ior others, empathy, etc.
O Perception Skills, Ilexible attribution, open
mindedness, and judgment suspension processes
./.
344
A firm needs to select on:
O Cultural Sensitivity
O Business Knowledge
O Courage
O Motivational Ability
O Integrity
O Insight
O Commitment
O Risk Taking
O Feedback Seeking
Behavior
O Feedback Using
Behavior
O Adventure Seeking
Behavior
O Seek Learning
O Open To Criticism
O Flexibility
./.
345
You could also look Ior realistic expectations,
open-mindedness, respect Ior others` belieIs,
trust in people, tolerance, locus oI control,
Ilexibility, patience, social adaptability,
initiative, risk-taking, sense oI humor, and
spouse support.
346
Expatriate Preparation
Preparation is essential to expatriate
success. The &-curve theory states that
expatriates go through Iour stages oI
adjustment: the honeymoon, culture
shock, adjustment, and mastery.
EIIective preparation can speed the
expatriate through the stages.
347
The U-Curve of Cross-cultural Adjustment
A
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Time in Months
348
Expatriate Training
Training Ior expatriates has several stages:
O Practical Information - on living conditions in
host country
O Area Studies inIormation oI the macro
environment
O Cultural Awareness Information
349
Expatriate Compensation
Research suggests that the
compensation package should
reduce expenses while enhancing
commitment to the employer, job
satisIaction, and willingness to
relocate internationally.
350
Expatriate Compensation
Typical for expatriate compensation:
O Salary, with deIerment options
O Benefits, like insurances to cover health and other risks
O Housing, which can be very expensive.
O Service Allowances And Premiums, including
education allowances, home leave, relocation,
transportation, automobiles, security, inconveniences
O Tax Equalization, to compensate when host country tax
policies hurt the expatriate
351
HRM Problems in Foreign AIIiliates
O Staff Friction
O Blocked Promotion
O Exile Syndrome
O Split Loyalties
O Compensation Gaps
O Blocked Communication
O Limited Delegation
O Screening Of Information
O Unfamiliarity
352
Repatriation
Repatriation represents a major adjustment Ior the
expatriate. Many Iirms do not provide a guarantee
oI reassignment prior to departure, and most don`t
know what their next assignment will be. Those
reassigned Irequently Ieel their employer does not
make eIIective use oI their Ioreign experience.
Most Iirms do not provide spouse career counseling
or other Iorms oI Iamily repatriation assistance.
Many expatriates leave within 1 year oI
repatriation.
353
As a human resources professional, ensure that your strategic
staffing process is implemented effectively and really brings
value to your organization by making sure that you:
Understand that staffing should be proactive not reactive.
Understand that staffing can often be strategic in nature, and
that long-term staffing strategies may be required if significant,
critical staffing issues are to be addressed.
The HR should:
Make short-term staffing decisions only within the context
of long-term staffing strategies; and
Develop a full understanding of your business, including its
mission, objectives, strategies, and tactics.
This understanding is needed in order to function as a
business partner in general, but it is absolutely critical when
developing and implementing the strategic staffing process.
Part B: Strategic StaIIing
354
Create and support processes that are tailored to meet
the needs of your managers. Don`t expect or force them
to use a common process and identical planning
parameters where that just isn`t necessary.
Develop staffing strategies and plans that integrate
aspects of various traditional HR functions.
If the staffing issues that you have identified are truly
strategic, it is unlikely that they will be fully addressed
by applying processes and tools from just one HR
functional area.
Pull together teams that utilize staff from all those HR
functions that will contribute to the solution to each
issue.
Strategic StaIIing
355
To gain the maximum benefit from strategic
staffing, you must ensure that:
Your business planning and staffing processes
include the right components to begin with.
The major components of your planning
processes mesh fully.
All of the various pieces and processes within
each component of your planning process are
fully integrated.
Strategic StaIIing
356
It can help you to best develop the
components of the strategic staffing process
and integrate them into ongoing planning
efforts as the appl to our compan
specificall.
The diagnostic may also help you to identify
specific opportunities for improving the
effectiveness of your current business and
staff planning processes.
A Simple Diagnostic
357
Business planning Staff planning
Long-term
Mission
Vision
Values
Objectives
Strategies
HR strategies
Staffing strategies
Short-term
Operating plans
Budgets
Recruiting
Movement
Career planning
Succession planning
Training
Development
A Simple Diagnostic Matrix
358
The simple two-by-two grid forms the basis of the
diagnostic:
Business planning. The business planning column will be-
used to capture any or all aspects or components that can
help your business to define and allocate required
resources other than people. Typically, this includes all
aspects of your strategic planning and budgeting
processes.
Staff planning. Include in the staff planning column any
processes or components that can help you to define your
needs for and allocate staffing resources in particular. This
will include all aspects of your staff planning and staffing
processes.
A Simple Diagnostic
359
The rows of the diagnostic address your particular planning
horizon:
Long-term. The top row includes all long-term planning, however
you define long term for your particular organization or unit. In
many cases, long term`` is defined by the planning horizon of
your strategic planning process (e.g., three to five years).
For some units, however (such as information technology), long
term`` may be defined as a much shorter period - perhaps just
twelve to eighteen months.
Short-term. The bottom row addresses the short term, again as
you define it. For many companies, this is often defined as the
time-frame for the annual budget or operating plan. In other
cases, it may be defined as a single quarter.
A Simple Diagnostic
360
Step 1: Take an inventory of your current pieces.
Step 2: Review each cell.
DeIining Your Strategic Context: A Strategic StaIIing Worksheet
Cell Findings
Long term/business planning Missing:
Ineffective:
Redundant:
Short term/business planning Missing:
Ineffective:
Redundant:
Long term/staff planning Missing:
Ineffective:
Redundant:
Short term/staff planning Missing:
Ineffective:
Redundant:
361
Step 2: Review each cell (continued).
Cell
Examples of Integration
Long term/business planning Effective integration points:
Opportunities for improvement:
Short term/business planning Effective integration points:
Long term/staff planning Effective integration points:
Short term/staff planning Effective integration points:
362
Step 3: Examine the relationships between
cells.
Between And
This Linkage Exists
Long
term/business
planning
Short
term/business
planning
Current linkages:
Opportunities for strengthening the
linkages:
Long
term/business
planning
Long term/staff
planning
Current linkages:
linkages:
Long term/staff
planning
Short term /staff
planning
Current linkages:
linkages:
Short
term/business
planning
Short term /staff
planning
Current linkages:
linkages:
363
Assessment tool
For each step of the process (i.e., each row of the form),
document your current practice.
What is it that your organization does?
To what extent is that consistent with what is being
suggested?
Does your process include each component that is
listed?
If you complete that step, do you do it in the way that
is suggested?
Assessing Your Current Strategic StaIIing Process
364
In the coming slide, assess whether your current practices (as you
have just described and documented them) are adequate and
indicate the result of that assessment in the third column.
Are your current practices meeting your needs?
If they are not, why is that?
Is something missing?
Does something need to be done a different way?
If you check no in column three of any row, note any
opportunities for improvement in column four. Be as specific as
you can about what should be done to improve your process -
don`t just restate the problem.
Finally, review the notes that you have made in the fourth column
and create a work plan that you can use to implement the changes
you have identified.
Assessing Your Current Strategic StaIIing Process
365
Suggested Step/Component Our
Current
Practice
Is Current
Practice
Adequate?
Opportunities
for
Improvement?
Is your process aligned with your
business strategy?
Do you have a staffing strategy?
Is it seamless, not a follow-on?
Is it ongoing, not just annual?
Is staffing discussed as each change
is considered?
Other. _______
Yes
No
Does your process focus on strategic
staffing issues/gaps?
Are they identified?
Are they defined?
Are they prioritized?
Other. _______
Yes
No
Assessing Your Strategic Staffing Process
366
Current
Practice
Is Current
Practice
Adequate?
Opportunities
for
Improvement?
Have effective staffing strategies been
developed?
Do they form a long-term context to
guide short-term decisions?
Do they address only critical issues?
Do they adequately or fully address
each issue?
Are they long-term?
Are they directional?
Do they define how issues will be
addressed?
Other. _______
Yes
No
367
Suggested Step/Component Our Current
Practice
Is Current
Practice
Adequate?
Opportunities for
Improvement?
Are appropriate staffing plans/models
developed?
Do they define appropriate model
parameters?
Do they tailor the process to each
issue, not assume that one size fits
all?
Do they include only relevant jobs?
Do they keep models separate and
distinct, not consolidated?
Other. _______
Yes
No
Are good action plans defined?
Are actions well defined?
Do actions fully support strategy
implementation?
Are responsibilities defined?
Is implementation monitored?
Are results measured?
Other. _______
Yes
No
368
Suggested Step/Component Our Current
Practice
Is Current
Practice
Adequate?
Opportunities for
Improvement?
Are appropriate staffing plans/models
developed?
Do they define appropriate model
parameters?
Do they tailor the process to each issue,
not
assume that one size fits all?
Do they include only relevant jobs?
Do they keep models separate and
distinct,
not consolidated?
Other. _______
Yes
No
Are good action plans defined?
Are actions well defined?
Do actions fully support strategy
implementation?
Are responsibilities defined?
Is implementation monitored?
Are results measured?
Other. _______
Yes
No
369
Current
Practice
Is Current
Practice
Adequate?
Opportunitie
s for
Improvement
?
Are the plans realistic?
Can the plans be
implemented?
Do the plans actually drive
staffing decisions?
Yes
No
370
Line managers` support is important for
strategic staffing as :
The process is designed to meet their
specific needs;
They provide critical information at key
points along the way (such as estimating
staffing requirements and evaluating the
feasibility of proposed staffing actions)
Involving Managers in the Strategic
StaIIing Process
371
Successful strategic staffing process requires line
managers to understand:
The incentive for them in the process;
The objectives and outcomes of the process;
The role that they will play;
The familiarity with the process itself; and
The level of effort and management participation
that is needed during the initial implementation
of the process.
Involving Managers in the Strategic
StaIIing Process
372
To identiIy current staII availability (both skills
and staIIing levels).
Discuss the manager`s business plans and
objectives Ior the coming period,
Discuss the impact that implementing those
plans will have on required capabilities and
staIIing levels.
DeIining StaIIing Implications:
An Interview Guide
373
Make sure that you are Iamiliar with:
Services and products currently oIIered,
Objectives, strategies, plans, measures (iI
any), etc., and
Longer-term changes in strategies and
objectives.
Preparing Ior the Interview
374
< Significant changes in business activity may affect staffing levels (e.g.,
through growth or contraction).
< Major changes in products offered may imply changes in required
capabilities (e.g., new technology may create a need in one area and a
surplus of individuals with obsolete skills in another).
< New services may require skills that are unknown or undefined currently.
< New plans may require you to recruit for skills that the company has not
needed previously (e.g., it will take time to identify new sources or develop
new selection criteria).
< Implementation may require skills that are scarce or for which there is high
competition among employers.
< There may be instances in which the obvious or traditional solutions are no
longer feasible (e.g., where training and promotion is normal but would
now take too long).
< There may be instances in which the indirect impacts are as critical as any
of the direct staffing needs that you define (e.g., changes in one job category
may affect the number and type of staff needed in another category).
StaIIing issues/implications
375
Set your sights on identifying critical staffing
issues (i.e., gaps or surpluses) and their
implications.
Initially, focus on problems, not possible
solutions.
Try to stay focused on future issues and
implications.
Ask follow-up questions to ensure that you fully
understand the issues that are raised.
Get at least some input regarding priorities (e.g.,
by asking if the issue just discussed is more or
Conducting the Session
376
Introduction/Stage Setting:
< Thank the person for taking the time to meet with you.
< Give the person an overview of your project/objective (or ensure that
the perspective that the person already has is accurate).
-Human Resources (HR) has a need for a high-level corporate staffing plan
that identifies staffing issues that span business units.
-The plan will help ensure that the company has the staff it needs in order to
implement its overall corporate strategies.
-This plan will provide a context for creating specific, shorter term staffing
plans.
-Consider reinforcing this point by showing the person the upside-down T``
diagram.
-Clarify that you are there to talk about staffing issues, gaps, and problems,
not answers or solutions.
< Discuss with the manager what the overall process for creating a
staffing strategy will look like (or obtain the manager`s perceptions of
the process if it has already been presented).
< Tell the manager how the information you gather will be used or
shared.
Possible Interview Guide
377
Discuss Business Plans/Changes
< Provide a quick overview oI your understanding oI the unit`s
current business.
-Potentially, you could take the lead here, summarizing the business
and getting the manager to supplement or clarify your description.
-It seems to me that currently your business does this/provides this. . .
.``
-Get the manager to confirm or expand your understanding.
< Review and veriIy current staIIing levels (at a Iace validity or
looks pretty close`` perspective only).
< Get the manager to describe Iuture changes.
-Ask the manager to talk about what is to be accomplished during the
planning period and the ways in which that represents significant
change from the current situation.
-Provide prods or hints and ask clarifying questions (e.g., It seems to
me that . . .``) based on your knowledge of the business plans (from
your homework) to make sure that you really do understand what the
business is going to accomplish.
378
Discuss Staffing Issues/Implications of Future Plans
Ask the person what staIIing issues are Ioreseen.
IdentiIy the areas or job Iamilies that will be aIIected:
First
Most
Remember to address both skills and staIIing levels.
IdentiIy any major changes in organization or structure (e.g., a change Irom a
product Iocus to a customer/market orientation, not at the level oI who will
report to whom).
379
If discussion lags, use your potential staffing issue crib list and
your definition of current staffing levels to encourage it:
-It seems to me that this expansion will mean an increase in
staffing levels.``
-It seems that this proposed change in technology will have a
real impact on required skills in your technical workforce, but
not much impact in customer service.``
-Right now you have about 100 people in this job
family/category-will that go up or down significantly when
you implement this change?``
Clarify any broad statements that the manager makes, but don`t
be too detailed.
-If the manager says more,`` get her to differentiate between a
lot`` and a few,`` but don`t worry about whether the number is
67 or 72.
Possible Interview Guide.
380
Implementing any new methodology,
process, or tool can be a daunting task.
No matter how well it is designed, a tool
can Iail miserably iI it is not rolled out
eIIectively. Strategic staIIing is no
exception.
Implementing Strategic StaIIing
Process
381
Scope. Think oI scope as the size oI the group to be
included in the process. It might be deIined in terms
oI the number oI jobs, job levels, locations,
Iunctions, or organization units. Simply deIined, you
could implement this process Ior a Iew,`` Ior
many,`` or Ior something in between.
Impact. Think oI impact as the extent to which the
new process is positively aIIecting the organization.
A new process could have an impact that ranges
Irom low to high.
An EIIective Implementation Framework
382
I
m
p
a
c
t
L
o
w

P
l
g
h
An EIIective Implementation
Framework
Scope
narrow 8road
olnL 1
olnL 2
383
There are two basic approaches:
pproach Suppose that your staIIing process
included these Iour basic steps:
Step 1: &nderstand the longer-term business
context.
Step 2: DeIine staIIing requirements and
availability.
Step 3: DeIine required staIIing plans and actions.
Step 4: Implement staIIing plans.
Step-by-step approach to implementation
384
Approach A
I
m
p
a
c
t
L
o
w

P
l
g
h
Scope
narrow 8road
olnL 1
olnL 2
SLep 1
SLep 2
SLep 3
SLep 4
385
With approach B, you complete all implementation
steps (thus having high impact) for one piece of the
organization (thus having a narrow scope) for
which the new process is to be applied.
Once all steps have been taken for a given piece
of the organization, the process can be
implemented for a second piece.
The entire process is implemented piece-by-piece
until it has been fully implemented.
Approach B
386
Approach 8
I
m
p
a
c
t
L
o
w

P
l
g
h
Scope
narrow 8road
olnL 1
olnL 2
SLep 1
SLep 2
SLep 3
SLep 4
387
Implementing a strategic staffing process (especially for the first time),
approach B is almost always the preferred approach, because:
The impact argument: either you have high impact or you have no
impact at all.
The elapsed time argument: Approach B is particularly effective, when
creating staffing strategies that address specific, critical issues.
The credibility argument: By actually resolving issues sequentially, you
will be building credibility for your process and your expertise.
The education argument : By fully implementing the process for a given
issue, you will be creating a realistic sample that you can use to educate
your audience regarding what an effective process includes and entails.
The leverage argument : One possible drawback to approach B is that it
appears that only one issue can be addressed at a time. However by
creating a task force or work team that is charged with developing and
implementing the strategic staffing process, the issue could be resolved.
hich Approach to Use
388
Specifically, HR staff should:
Define why strategic staffing is needed and the value it
provides.
Create and support the strategic staffing process.
Ensure that managers have the tools and resources that
they need in order to define staffing needs and develop
realistic staffing plans.
Act in partnership with managers to identify critical issues
and develop effective strategies.
Train managers in the use of the process.
Work with managers to resolve difficult staffing issues.
Serve as conduits for transferring and processing critical
staffing information.
Implementation Roles and Responsibilities
389
ine Managers: Line managers will never fully embrace a
process that they do not understand. Typically, many line
managers have a short-term results orientation that seems
inconsistent with the longer-term perspective of staffing
strategy.
# Staff : In some cases, one of the most significant obstacles
to the effective implementation of the strategic staffing
process is HR staff themselves. The most difficult bias on the
part of HR staff that needs to be overcome is the one that
assumes that staffing is by its very nature reactive and
tactical. HR staff that believe this find it hard to think of
staffing in any strategic way. Some HR staff have an
egalitarian perspective that is more consistent with
organization wide, one-size-fits-all approaches than it is with
the targeted, issue focused approach.
Obstacles to EIIective Implementation
390
Obtain Feedback Regarding Proposed Solutions
Ask the manager Ior Ieedback regarding staIIing
strategies (e.g., One way oI addressing this issue
would be to do X.
What do you think oI that? Would that work
here?``).
Ask the manager Ior Ieedback regarding staIIing
plans.
391
Close the Interview
II you could address only one oI these issues,
which would it be?``
What questions didn`t I ask that you thought I
would?``
Tell the manager what he can expect Irom you, iI
anything.
Thank the manager Ior her time and input.
Possible Interview Guide.
392
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393
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sychomeLrlcs
394
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Lo undersLandlng an evenL
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ln a prescrlbed manner
WhaL ls a LesL ?
395
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lnformaLlon abouL lndlvlduals and subsequenLly uslng lL Lo
make predlcLlons
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assessmenL process
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1esL vs assessmenL
396
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cerLaln slLuaLlons
1ypes of psychomeLrlc LesLs
397
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use by psychologlsLs
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398
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399
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areas occupaLlonal psychology and educaLlonal
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Speed power and knowledge LesLs
CognlLlve LesLlng
400
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401
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402
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measure lmpulslvlLy and lLs relaLlon Lo crlme
PealLh psychologlsLs mlghL measure people's opLlmlsm ln
relaLlon Lo Lhelr response Lo cancer dlagnosls
CccupaLlonal psychologlsLs ofLen employ personallLy LesLs Lo
predlcL [ob performance and [ob sulLablllLy eg lurnham
(1992) reporLed LhaL workers wlLh hlgh 'negaLlve affecL' Lend
Lo be less producLlve and have less [ob saLlsfacLlon eLc
AppllcaLlons of personallLy LesLs
403
1hree essenLlal crlLerla for a good psychomeLrlc
LesL
rellablllLy valldlLy and sLandardlsaLlon
1esL sLandardlsaLlon ensures LhaL Lhe condlLlons are
as slmllar as posslble for all lndlvlduals who are glven
Lhe LesL
SLandardlsaLlon also ensures LhaL no maLLer who
glves Lhe LesL and scores lL Lhe resulLs should be Lhe
same
rlnclples of psychomeLrlc LesLs
404
A LesL musL measure Lhe same Lhlng ln Lhe same way
every Llme someone Lakes lL
1here are Lwo Lypes of LesL rellablllLy
lnLernal conslsLency rellablllLy all Lhe parLs of
your LesL quesLlonnalre are rellable LhroughouL
1esLreLesL rellablllLy Lhe LesL remalns valld over
Llme
1esL rellablllLy
405
1here are four Lypes of LesL valldlLy
lace valldlLy does your LesL appear Lo measure whaL lL
purporLs Lo measure?
ConcurrenL valldlLy does your LesL of honesLy correlaLe
wlLh exlsLlng sLandardlsed LesLs of honesLy?
redlcLlve valldlLy do Lhe resulLs of your LesL predlcL fuLure
behavlour?
ConsLrucL valldlLy lf all our hypoLheses abouL Lhe LesL
varlable (consLrucL) are supporLed Lhen we have a hlgh
degree of consLrucL valldlLy
1esL valldlLy
406
Soclal deslrablllLy when faced wlLh a psychomeLrlc LesL many
people feel Lhey are belng [udged and so alLer Lhelr answers
accordlngly 1hls may happen for Lwo reasons
SelfdecepLlon lndlvlduals are overly opLlmlsLlc ln Lhelr
percepLlons of Lhelr own poslLlve personallLy feaLures and
play down Lhelr percelved negaLlve aspecLs
lmpresslon managemenL lndlvlduals Lry Lo appear 'nlce'
because Lhey fear soclal dlsapproval
roblems wlLh psychomeLrlc LesLs
407
Mood does seem Lo play a parL ln how people go
abouL performlng ln LesLs especlally Lhose
concernlng personallLy
eople ln a good mood mlghL answer Lhe
quesLlonnalre compleLely dlfferenLly Lhan Lhey
would lf Lhey were ln a bad mood
leaLures of Lhe envlronmenL (nolse heaL llghL)
mlghL also have an lmpacL on our moods and our
cognlLlve ablllLles
Plgh LemperaLure has a slgnlflcanL negaLlve effecL
on vlgllance aLLenLlon memory and reacLlon Llme
(Pancock 1986)
Mood and envlronmenLal lnfluence
408
8esearch LhaL lacks ecologlcal valldlLy focuses on whaL an
lndlvldual can do ln a research envlronmenL lnsLead of whaL
Lhey are usually dolng ln Lhelr everyday llves
lf a LesL ls noL relevanL Lo an lndlvldual's llfesLyle an lndlvldual
wlll probably noL perform well aL lL
1hls mlghL be due Lo a lack of moLlvaLlon or lack of relevanL
experlence wlLh Lhe Lype of problem seL Lhan any lack of
lnLellecLual capablllLy
Lcologlcal valldlLy
409
A conLenLlous lssue ln Lhe fleld of psychomeLrlc
LesLlng ls Lhe posslblllLy of blas ln such LesLs agalnsL
members of eLhnlc subgroups of Lhe populaLlon
eg newly arrlved lmmlgranLs wlll have dlfflculLy
wlLh an lnLelllgence LesL whlch asks Lhem Lo name
pasL leaders of Lhe counLry Lo whlch Lhey have
mlgraLed
CurrenLly mosL sLandardlsed psychomeLrlc LesLs are
based on wesLern deflnlLlons and wesLern culLural
pracLlces
CulLural blas
410
ALLempLs have been made Lo develop culLurefree
LesLs of lnLelllgence buL on Lhe whole Lhese
aLLempLs have noL been successful 1hls ls due Lo
several facLors
ConcepLlons of lnLelllgence vary wldely from
culLure Lo culLure
Lven lf Lhe conLenL of a LesL can be made culLure
free culLure lLself wlll sLlll affecL Lhe resulLs
dlrecLlng aLLlLudes Lowards LesLs LesLLaklng
compeLlLlon and so on
Are Lhere culLurefree LesLs ?
411
1he LelLer lnLernaLlonal erformance Scale 8evlsed
(8old and Mlller 1997)
covers four domalns of funcLlonlng reasonlng
vlsuallsaLlon aLLenLlon and memory
1he 8avens rogresslve MaLrlces (CourL and 8avens
1993)
covers general cognlLlve ablllLy
8oLh Lhe above LesLs are unLlmed and can be
admlnlsLered uslng vlrLually no language
Lxamples of relaLlvely culLurefree psychomeLrlc LesLs
412
8avens rogresslve MaLrlces and vocabulary LesLs
In each test item, the su-ect is asked t4 identify the missing item
that c4mpetes a pattern. Many patterns are presented in the f4rm 4f
a 4x4, 3x3, 4r 2x2 matrix, giving the test its name. it has its 4n
imitati4ns. Individua ith autism spectrum dis4rders gets 4 .
H4ever these are used t4 measure the a-iity t4 think ceary and
make sense 4f c4mpexity, hich is kn4n as educative a-iity and
the a-iity t4 st4re and repr4duce inf4rmati4n, kn4n as
repr4ductive a-iity. sc4re.
413
ln selecLlon LesLs are commonly used as parL of a chaln of acLlvlLy buL Lhelr
poslLlonlng ln Lhe chaln may vary subsLanLlally
AL one exLreme ls Lhelr use as an earlysLage screenlng process ln procedures such
as apprenLlce or graduaLe recrulLmenL
1he ldea ls Lo pass on Lhose wlLh a relaLlvely hlgh chance of success for furLher
examlnaLlon
AL Lhe oLher exLreme ls Lhelr use aL much laLer sLages
lor example for execuLlve recrulLmenL flrms wlll ofLen suggesL psychomeLrlc
procedures be applled Lo shorLllsL candldaLes Lo exLend lnformaLlon already
avallable on Lhem
1hls mlghL be parLlcularly Lo see how Lhe candldaLes would flL ln wlLh
oLher members of Lhe Leam or Lo explore parLlcular lssues of concern or parLlcular
characLerlsLlcs such as 'Lhlnklng ouLslde Lhe box' noL very readlly assessed by Lhe
oLher procedures applled
8esulLs of LesLs may also be used aL Lhls sLage Lo lnform Lhe exploraLlons made by a
flnal appolnLlng panel
Pow psychomeLrlc LesLs are used
ln selecLlon Loday
414
1esL resulLs may also be applled wlLhln an
organlzaLlon ln ways comparable Lo Lhose used ln
exLernal recrulLmenL
1he resulLs of LesLs used ln Lhese clrcumsLances wlll
be seen as parL of Lhe lnformaLlon Lo ald
managemenL ln maklng a declslon as Lo Lhe
sulLablllLy of an lnLernal appolnLee and may be seen
parLlcularly as conLrlbuLlng vlslbly Lo Lhe ob[ecLlvlLy
of Lhe process
415
sychomeLrlc LesLs are menLal measuremenL devlces
1hey conslsL of serles of quesLlons or lLems Lo whlch
people respond
roper LesLs are well researched and sLandardlzed so
LhaL Lhey can be lnLerpreLed on a conslsLenL basls
Craphology Lhe sLudy of handwrlLlng does noL accord
wlLh psychomeLrlc sLandards
CccupaLlonal uses of LesLs lnclude selecLlon
developmenL vocaLlonal guldance career managemenL
and ldenLlflcaLlon of sulLablllLy for Lralnlng
1esLs are also used by professlonals worklng ln cllnlcal
and educaLlonal flelds
SuMMA8?
416

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