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What are the Techniques of Employee Selection & Recruitment
answer from the chapters 8,9,10 &12 and case from your own words , i dont want any references.
Summer 2 Online 2020
HRM410: Techniques of Employee Selection & Recruitment
FINAL WEEKLY ASSESSMENT – Individual
Chapters covered: Chapter 8 – External Selection I
Chapter 9 – External Selection II
Chapter 10 – Internal Selection
Chapter 12 – Final Match
| Name | University ID No. |
1. Do you think employers have a right to check into applicants’ backgrounds when there is no suspicion of misbehavior and the job poses no security or sensitive risks? Give two examples to support your argument. (20 Points)
2. Please read the case and answer the question given underneath the case.
Google knows that to maintain its fast-growth strategy, it must keep innovating new services. To support that strategy, Google needs its employees engaged and collaborating with each other. Having employees thinking of themselves in isolated “silos” would inhibit the cross-pollination that Google’s strategy depends on. In formulating its employee selection practices, Google therefore found a way to foster the employee engagement and collaboration its success depends on. Google uses “crowdsourcing” when it comes to making hiring decisions.
Here’s how it works. When a prospective employee applies for a job, his or her information (such as school and previous employers) goes into Google’s applicant tracking system (ATS). The ATS then matches the applicant’s information with that of current Google employees. When it finds a match, it asks those Google employees to comment on the applicant’s suitability for the position. This helps give Google recruiters a valuable insight into how the Google employees actually doing the work think the applicant will do at Google. And it supports Google’s strategy, by fostering a sense of community and collaboration among Google employees, who see themselves working together to select new “Googlers.” Source: Based on Wright, “At Google, It Takes a Village to Hire an Employee.”
a) Explain advantages and disadvantages of ‘crowdsourcing’ technique of Google in external selection. Is
‘crowdsourcing’ technique applicable for other companies? Discuss your answer. (15 Points)
b) Which substantive assessment methods can be used to support ‘crowdsourcing’ technique in external selection? Please justify your answer. (15 Points)
3. Please read the case and answer the question given underneath the case.
Talent management Garvey Group have a segment in their balanced scorecard termed ‘talent management’, which was introduced because, in previous years of relatively full employment there had been a real difficulty in recruiting talent. For the retail sector this is a challenge because a career in the sector is not seen as offering great potential. Having found it difficult to attract supervisors and good trainee managers they made the decision to home-grow their own. The Garvey understanding of ‘talent’ is people ‘having capacity to be more than they currently are’. There is also a recognition that talent in this sector is very much related to personality and whether a person can relate to the customers or has people management skills, regardless of the degree they have on paper. To grow their own, investment was made in spotting and developing talent. Managers
had, once a month, to identify someone who had
the potential to progress. Often, they were someone working
on the till for a few hours after
school or in their college breaks. Talent develo
pment consisted of an 18
–
month
trainee
manager structured fast track development. Trainee managers can also be recruited directly
to the
programme, which involves on
–
the
–
job training to learn all aspects of the job as well as
external training
to be
retail specific. During the 18 months they
would be met bi
–
monthly to agree training objectives and there were
monthly milestones.
Their line manager was accountable for making sure they progressed and were adding
value
to the store. Eac
h ‘talent’ is assigned a mentor, with regular review meetings held. Mentoring,
however,
has proved something of a challenge, because in most cases the mentor has been
the trainee’s direct line
manager, with the result that meetings became more performance
reviews than true mentoring sessions. It has
proved difficult with the size of the company to
give people a different mentor. Mentoring has been more
successfully used with the store
managers, who each have been mentored by one of the Board members who
is
not their line
manager. Another unresolved aspect of the company’s talent management is that the system
only developed towards the position of trainee manager. There was no similar system for
development
towards supervisor although until the recent
economic downturn there was a
need. With the recession, there
is now a flood of external supervisors to choose from so
growing internal talent is no longer essential.
Source: Garavan, T.N., Hogan, C. and Cahir
–
O’Donnell, A. (2009) Developing
Managers and
Leaders. Dublin: Gill and Macmillan. Chapter 7, ‘Managing talent and succession in organizations.
’
c)
What are some of the specific challenges for talent management in the retail sector?
(
1
5
Points)
d)
Give any three recommendations to
improve talent management practices at Garvey? Critically explain
in light of the case about benefits your recommended practices will bring to the company. (1
5
Points)
4.
If you were the HR staffing manager for an organization, what guidelines might you rec
ommend
regarding formulation of a job offer
content
for a new joiner?
Explain your answer with examples
.
(2
0
Points)
Techniques of Employee Selection & Recruitment
Chapter 8: External Selection 1
Muhammet Sait Dinc Muhammet.Dinc@aum.edu.kw
Textbook:
Heneman, Herbert Judge, Timothy A. and Kammeyer- Muller, John (8th Edition – 2014). Staffing
Organizations, McGraw-Hill Irwin. ISBN 13: 978-007- 108647-9.
Organization Strategy HR and Staffing Strategy
Staffing Policies and Programs
Staffing System and Retention Management
Support Activities
Legal compliance
Planning
Job analysis
Core Staffing Activities
Recruitment: External, internal
Selection: Measurement, external, internal
Employment: Decision making, final match
Organization
Mission
Goals and Objectives
Staffing Organizations Model
8-3
Chapter Outline
• Preliminary Issues • Logic of Prediction • Nature of Predictors • Development of the Selection Plan • Selection Sequence
• Initial Assessment Methods • Resumes and Cover Letters • Application Blanks • Biographical Information
• Initial Assessment Methods • References and Background Checks
• Handwriting Analysis
• Literacy Testing
• Genetic Testing
• Initial Interview
• Choice of Methods
8-5
Learning Objectives for This Chapter
• Understand how the logic of prediction guides the selection process
• Review the nature of predictors—how selection measures differ
• Understand the process involved in developing a selection plan, and the selection sequence
• Learn about initial assessment methods and understand how these methods are optimally used in organizations
• Evaluate the relative effectiveness of initial assessment methods to determine which work best, and why
• Review the legal issues involved in the use of initial assessment methods, and understand how legal problems can be avoided
8-6
Preliminary Issues
• Logic of prediction
• Nature of predictors
• Development of the selection plan
• Selection sequence
8-7
Logic of Prediction: Past Performance Predicts Future Performance
• Not specific enough to make selection decisions • Job titles
• Number of years of experience
• What counts is the specific types of experiences required and the level of success at each
8-8
Nature of Predictors
• Content • Sign: A predisposition thought to relate to performance (e.g., personality)
• Sample: Observing behavior thought to relate to performance
• Criterion: Actual measure of prior performance
• Form • Speed vs. power: How many versus what level
• Paper / pencil vs. performance: Test in writing or in behavior
• Objective vs. essay: Much like multiple-choice vs. essay course exam questions
• Oral vs. written vs. computer: How data are obtained
8-9
Development of the Selection Plan: Steps Involved
1. Develop list of KSAOs required for job • KSAOs are provided by job requirements matrix
2. For each KSAO, decide if it needs to be assessed in the selection process
3. Determine method(s) of assessment to be used for each KSAO
Ex. 8.3 Assessment Methods by Applicant
Flow Stage
•Initial assessment
methods
•Minimize the costs
associated with
substantive
assessment methods
by reducing the
number of people
assessed
8-10
8-11
Discussion questions
• A selection plan describes which predictor(s) will be used to assess the KSAOs required to perform the job. What are the three steps to follow in establishing a selection plan?
8-12
Resumes and Cover Letters
• Information provided is controlled by applicant • Information needs to be verified by other predictors to ensure accuracy and
completeness
• Major issues • Large number received by organizations
• Falsification and misrepresentation of information
• Lack of research exists related to • Validity or reliability
• Costs
• Adverse impact
8-13
Overview of Application Blanks
• Areas covered • Educational experience
• Training
• Job experience
• Key advantage — Organization dictates information provided
• Major issue — Information requested should • Be critical to job success and
• Reflect KSAOs relevant to job
• Sample application blank – Exh. 8.4
Sample Application for Employment
8-14
8-15
Application Blanks
• Areas of special interest • Educational requirements
• Level of education • GPA • Quality of school • Major field of study • Extracurricular activities
• Training and experience requirements • Licensing, certification, and job knowledge
• Weighted application blanks
• Evaluation –> ŕ = .10 to ŕ = .20
8-16
Biographical Information / Biodata
• Personal history information of applicant’s background and interests • “Best predictor of future behavior is
past behavior” • Past behaviors may reflect ability or
motivation
• Measures • Exh. 8.5: Examples of Biodata Items
• Biodata compared with background checks • Background check
• examines an applicant’s background • conducted through records checks
and conversations with references
• Biodata • used to predict future performance • information is collected by survey
8-17
Exhibit 8.5 Examples of Biodata Items
8-18
Evaluation: Biographical Information / Biodata
• Test-retest reliability can be high: .77 to .90
• Predictive validity moderate: r = .32 to .37
• Issues
• Generalizability beyond first group?
• Although predictive validity exists, it is not clear what these inventories assess
• Falsification can be a big problem
8-19
Reference Reports: Letters of Recommendation
• Problems
• Inability to discern more-qualified from less-qualified applicants
• Lack of standardization
• Suggestions to improve credibility
• Use a structured form
• Use a standardized scoring key
8-20
Reference Reports: Reference Checks
• Approach involves verifying applicant’s background via contact with • Prior immediate supervisor(s) or • HR department of current of previous companies
• Roughly 8 of 10 companies conduct reference checks
• Problems • Same as problems with letters of recommendation • Reluctance of companies to provide requested information due to legal
concerns
• Exh. 8.7: Sample Reference Check
8-21
Reference Reports: Background Testing
• Method involves assessing reliability of applicants’ behavior, integrity, and personal adjustment
• Type of information requested • Criminal history • Credit information • Educational history • Employment verification • Driver license histories • Workers’ compensation claims
• Key issues • Limited validity evidence • Legal constraints on pre-employment inquiries
8-22
Evaluation of Reference Reports
• Predictive validity limited: r = .16 to .26
• Validity depends on source providing information • HR department, coworker, or relative
• Supervisors
• What sources do you think work best?
• Cost vs. benefit of approach must be considered
8-23
Genetic screening
• Done to screen out people who are susceptible to certain diseases (e.g., sickle cell anemia) due to exposure to toxic substances at work
• Genetic screening is not widespread, companies such as Du Pont and Dow Chemical experimented with it to protect their employees
• Court decisions have ruled that genetic screening is prohibited under the Americans With Disabilities Act (ADA) • genetic testing is permissible only when consent has been granted by the applicant or when
test results directly bear on an applicant’s ability to perform the job
8-24
Initial Interview
• Characteristics • Begins process of necessary differentiation
• Purpose — Screen out most obvious cases of person / job mismatches
• Limitation — Most expensive method of initial assessment
• Video and computer interviews • Offers cost savings
8-25
Evaluation of Initial Interview
• Minimal evidence exists regarding usefulness
• Guidelines to enhance usefulness • Ask questions assessing most basic KSAOs
• Stick to basic, fundamental questions suitable for making rough cuts rather than subjective questions
• Keep interviews brief
• Ask same questions of all applicants
Choice of Initial Assessment Methods
8-26
Thank you
Techniques of Employee Selection & Recruitment
Chapter 9: External Selection II
Muhammet Sait Dinc Muhammet.Dinc@aum.edu.kw
Textbook:
Heneman, Herbert Judge, Timothy A. and Kammeyer- Muller, John (8th Edition – 2014). Staffing
Organizations, McGraw-Hill Irwin. ISBN 13: 978-007- 108647-9.
Organization Strategy HR and Staffing Strategy
Staffing Policies and Programs
Staffing System and Retention Management
Support Activities
Legal compliance
Planning
Job analysis
Core Staffing Activities
Recruitment: External, internal
Selection: Measurement, external, internal
Employment: Decision making, final match
Organization
Mission
Goals and Objectives
Staffing Organizations Model
9-3
External Selection II Outline
• Substantive Assessment Methods • Personality Tests • Ability Tests • Emotional Intelligence Tests • Performance Tests and Work Samples • Situational Judgment Tests • Integrity Tests • Interest, Values, and Preference
Inventories • Structured Interview • Choice of Substantive Assessment
Methods
• Discretionary Assessment Methods
• Contingent Assessment Methods • Drug testing • Medical exams
Ex. 8.3 Assessment Methods by Applicant
Flow Stage
•Substantive
assessment methods
• Determining who
among the minimally
qualified will likely be
the best performers
on the job
9-5
9-6
Overview of Personality Tests
• Current role of personality tests e.g., role of Big Five • Describe behavioral, not emotional or cognitive traits
• May capture up to 75% of an individual’s personality
• Big Five factors (Personality Characteristics Inventory etc.) • Emotional stability-calm, optimistic, and well adjusted
• Extraversion-sociable, assertive, active, upbeat, and talkative
• Openness to experience-imaginative, attentive to inner feelings, have intellectual curiosity and independence of judgment
• Agreeableness-altruistic, trusting, sympathetic, and cooperative
• Conscientiousness-purposeful, determined, dependable, and attentive to detail
• Roughly 50% of the variance in the Big Five traits appears to be inherited
9-7
Ex. 9.1 Sample Items from the Personal Characteristics Inventory
• Conscientiousness • I can always be counted on to get the job done.
• I am a very persistent worker.
• I almost always plan things in advance of work.
• Extraversion • Meeting new people is enjoyable to me.
• I like to stir up excitement if things get boring.
• I am a “take-charge” type of person.
9-8
Ex. 9.1 Sample Items from the Personal Characteristics Inventory
• Agreeableness • I like to help others who are down on their luck. • I usually see the good side of people. • I forgive others easily.
• Emotional Stability • I can become annoyed at people quite easily (reverse-scored). • At times I don’t care about much of anything (reverse-scored). • My feelings tend to be easily hurt (reverse-scored).
• Openness to Experience • I like to work with difficult concepts and ideas. • I enjoy trying new and different things. • I tend to enjoy art, music, or literature.
9-9
Ex. 9.2 Implications of Big Five Personality Traits at Work
9-10
Criticisms of Personality Tests
• Trivial validities • Correlations for any individual trait with job performance are typically low (around r=.23)
• However, when all traits are used simultaneously, correlations are higher
• Faking • Individuals answer in a dishonest way
• However, tests still have some validity, and it may be that being able to “act” conscientiously may be related to real job performance
• Negative applicant reactions • Applicants, in general, believe personality tests are less valid predictors of job performance
9-11
Exhibit 9.3 The Core Self-Evaluations Scale
9-12
Overview of Ability Tests
• Definition — Measures that assess an individual’s capacity to function in a certain way
• 15 to 20% of organizations use ability tests in selection
• Two types • Aptitude – Assess innate capacity to function
• Achievement – Assess learned capacity to function
9-13
Overview of Ability Tests
• Four classes of ability tests • Cognitive: perception, memory, reasoning, verbal, math, expression
• Psychomotor: thought/body movement coordination
• Physical: strength, endurance, movement quality
• Sensory/perceptual: detection & recognition of stimuli
9-14
Exhibit 9.4 Sample Cognitive Ability Test Items
9-15
Emotional Intelligence
• The ability to monitor one’s own and others’ feelings, to discriminate among them, and to use this information to guide one’s thinking and action • Self-awareness: Good at recognizing and understanding one’s own emotions
• Other awareness: Good at recognizing and understanding others’ emotions
• Emotion regulation: Good at making use of or managing this awareness
9-16
Performance Tests and Work Samples
• Definition — Assess actual performance (e.g., fix a car, teach a class, type a document)
• Types of tests (should focus on relevant KSAOs) • Performance test vs. work sample (all or some) • Motor vs verbal work samples (action or thought) • High- vs. low-fidelity tests (level of realism) • Computer interaction performance tests vs. paper-and-pencil tests including
simulations (e.g., The Manager’s Workshop)
• All the above can have good validity (.50+) & acceptance
9-17
Situational Judgment Tests
• Place applicants in hypothetical, job-related situations.
• Applicants are then asked to choose a course of action from several alternatives
• Capture the validity of work samples and cognitive ability tests in a way that is cheaper than work samples and that has less adverse impact than cognitive ability tests
9-18
Ex. 9.7: Example of Situational Judgment Test Item
9-19
Interest, Values, and Preference Inventories
• Assess activities individuals prefer to do on & off the job; do not attempt to assess ability to do these
• Not often used in selection
• Can be useful for self-selection into job types
• Types of tests • Strong Vocational Interest Blank (SVIB) • Myers-Briggs Type Inventory (MBTI)
• Evaluation • Unlikely to predict job performance directly • May help assess person-organization fit & subsequent job satisfaction, commitment &
turnover
9-20
Discussion questions
• Describe the similarities and differences between personality tests and integrity tests. When is each warranted in the selection process?
• How would you advise an organization considering adopting a cognitive ability test for selection?
9-21
Typical Unstructured Interviews
• Relatively unplanned and “quick and dirty”
• Questions based on interviewer “hunches” or “pet questions” to assess applicants
• Casual, open-ended, or subjective questions
• Often contains obtuse questions
• Often contains highly speculative questions
• Interviewer often unprepared
• More potential for discrimination and bias
• Validity typically r=.20
9-22
Structured Interviews
• Questions based on job analysis
• Same questions asked of each candidate
• Response to each question numerically evaluated
• Detailed anchored rating scales used to score each response
• Detailed notes taken, focusing on interviewees’ behaviors
• Validity may be r=.30 or better
• Surprisingly uncommon in organizations
9-23
Structured Interviews (continued)
• Situational – Assess applicant’s ability to project his / her behaviors to future situations. Assumes the person’s goals/intentions will predict future behavior
• Experience-based – Assess past behaviors that are linked to prospective job. Assumes past performance will predict future performance
⚫Research is inconclusive regarding which type is best
⚫Individual interviews usually more valid than panel
interviews
9-24
Constructing a Structured Interview
• Consult job requirements matrix
• Develop the selection plan • Exh. 9.10: Partial Selection Plan for Job of Retail Store Sales Associate
• Develop structured interview plan • Exh. 9.11: Structured Interview Questions, Benchmark Responses, Rating
Scale, and Question Weights
• Select and train interviewers
• Evaluate effectiveness
9-25
Discussion questions
• Describe the structured interview. What are the characteristics of structured interviews that improve on the shortcomings of unstructured interviews?
9-26
Exhibit 9.14 Evaluation of Substantive Assessment Methods
9-27
Discretionary Assessment Methods
• Used to separate people who receive job offers from list of finalists (assumes each finalist is considered fully qualified for position)
• Often very subjective, relying heavily on intuition of decision maker
• Factors other than KSAOs are evaluated • Assess person/organization match • Assess motivation level • Assess people on relevant organizational
citizenship behaviors
• Should involve organization’s staffing philosophy regarding EEO/AA commitments
9-28
Contingent Assessment Methods
• “We offer you this job contingent upon ….”
• Contingent methods not always used • Depends on nature of job and legal mandates
• Might involve confirmation of • Drug test results
• Medical exam results
Thank you
