Selection MANA 3320

1. SelectionMANA 3320 Dr. Jeanne Michalski michalski@uta.edu

2. MISS Inaccurateprediction(Person would have succeeded on the job) HIT Accurateprediction(Person succeeds on the job) High Job Performance HIT Accurateprediction(Person would not have succeeded on the job) MISS Inaccurate prediction(Person fails on the job) Low Low High Predicted Success The Goal of Selection: Maximize “Hits” “Earns a Bonus” “Is a Bonehead”

3. The Selection Process • Obtaining Reliable and Valid Information • Reliability • The degree to which interviews, tests, and other selection procedures yield comparable data over time and alternative measures. • Validity • Degree to which a test or selection procedure measures a person’s attributes.

4. Reliability: Basic Concepts • Observed score = true score + error • Error is anything that impacts test scores that is not the characteristic being measured • Reliability measures error • Lower the error the better the measure

5. EEOC Uniform Guidelines Reliability – consistency of the measure If the same person takes the test again will he/she earn the same score? Potential contaminations: • Test takers physical or mental state • Environmental factors • Test forms • Multiple raters

6. HIGH RELIABILITYTEST RETEST APPLICANT SCORE SCORE Smith 90 93 Perez 65 62 Riley 110 105 Chan 80 78 VERY LOW RELIABILITY TEST RETEST APPLICANT SCORE SCORE Smith 90 72 Perez 65 88 Riley 110 67 Chan 80 111 Reliability as Stability over Time

7. HIGH RELIABILITY APPLICANT Rater #1 Rater #2 Rater #3 Smith 9 8 8 Perez 5 6 5 Riley 4 5 5 Chan 8 8 8 VERY LOW RELIABILITY APPLICANT Rater #1 Rater #2 Rater #3 Smith 9 5 6 Perez 5 9 4 Riley 4 2 7 Chan 8 4 2 Reliability as Consistency(Interrater Reliability)

8. Correlation • How strongly are two variables related? • Correlation coefficient (r) • Ranges from -1.00 to 1.00 • Illustrated using scatter plots • Used to test consistency and accuracy of measure

9. Correlation Scatterplots Figure 5.3

10. Reliability vs. Validity

11. Approaches to Validation • Content validity • The extent to which a selection instrument, such as a test, adequately samples the knowledge and skills needed to perform a particular job. • Example: typing tests, driver’s license examinations, work sample • Construct validity • The extent to which a selection tool measures a theoretical construct or trait. • Are difficult to validate • Example: creative arts tests, honesty tests

12. Approaches to Validation • Criterion-related Validity • The extent to which a selection tool predicts, or significantly correlates with, important elements of work behavior. • A high score indicates high job performance potential; a low score is predictive of low job performance. • Two types of Criterion-related validity • Concurrent Validity • Predictive Validity

13. Approaches to Validation • Concurrent Validity • The extent to which test scores (or other predictor information) match criterion data obtained at about the same time from current employees. • High or low test scores for employees match their respective job performance. • Predictive Validity • The extent to which applicants’ test scores match criterion data obtained from those applicants/ employees after they have been on the job for some indefinite period. • A high or low test score at hiring predicts high or low job performance at a point in time after hiring.

14. Reliability vs. Validity • Validity Coefficients • Reject below .11 • Very useful above .21 • Rarely exceed .40 • Reliability Coefficients • Reject below .70 • Very useful above .90 • Rarely approaches 1.00 Why the difference?

15. Principles of Assessment • Don’t rely on a single method. • Use only fair and unbiased instruments. • Use only reliable instruments. • Use only valid instruments for a specific purpose. • Use only tools designed for a specific group. • Use instruments with understandable instructions. • Ensure test administration staff are properly trained. • Ensure test conditions are suitable for all test takers. • Provide reasonable accommodation. • Maintain confidentiality of results. • Ensure proper interpretation of results.

16. Steps in the Selection Process • Initial screening of application or resume • Employment testing, if applicable • Interview (may include multiple visits for interviews) • HR • Supervisor/Team • Others • Contingent Offer • Background/Reference Checks • Medical/Drug screen

17. Application Forms Only ask info related to job KSA’s • Link to job performance • Use thorough job analysis and validation techniques • Consider potential adverse impact Careful collecting personal characteristics • Race, National Origin, Gender, Age etc. • Law assumes all questions are used in hiring • More is not necessarily better • Different applications for different jobs • Instructions and Disclaimers • Improve validity through weighted applications (WAB’s)

18. Online Applications • An Internet-based automated posting, application, and tracking process helps firms to more quickly fill positions by: • Attracting a broader and more diverse applicant pool • Collecting and mining resumes with keyword searches to identify qualified candidates • Conducting screening tests online • Reducing recruiting costs significantly

19. Resumes • Applicant controls the information • Many examples of fraud or omission • Up to 50% contain some inaccuracy • Jobs and education should be verified • One question honesty test • Requirements for education and experiences should be job-related.

20. Biodata Inventories • Generally reliable and valid • Series of questions on a wide variety of subjects • Background (e.g. hobbies, jobs, and education) • Situational questions • Personality and Values • Compared to a profile generated from successful employees or database for occupations.

21. Examples of Biographical Questions • How many jobs have you held in the last five years? • Were you ever class president? • While growing up, did you collect coins? • About how many fiction books have you read in the past year? • How many hours a week do you spend studying? • At what age did you leave home? • How large was the town/city in which you lived as a child? • Did you ever build a model airplane that flew? • Were sports a big part of your childhood? • Do you play any musical instruments?

22. Employment Tests • Employment Test • An objective and standardized measure of a sample of behavior that is used to gauge a person’s knowledge, skills, abilities, and other characteristics (KSAOs) in relation to other individuals. • Pre-employment testing hasthe potential for lawsuits.

23. Classification of Employment Tests • Cognitive Ability Tests • Aptitude tests • Measures of a person’s capacity to learn or acquire skills. • Achievement tests • Measures of what a person knows or can do right now. • Personality and Interest Inventories • “Big Five” personality factors: • Extroversion, agreeableness, conscientiousness, neuroticism, openness to experience.

24. Classification of Employment Tests (cont’d) • Physical Ability Tests • Must be related to the essential functions of job. • Job Knowledge Tests • An achievement test that measures a person’s level of understanding about a particular job. • Work Sample Tests • Require the applicant to perform tasks that are actually a part of the work required on the job.

25. Effectiveness of Selection Methods A survey of 201 HR executives rated selection methods on the effectiveness producing the best employees. Work samples 3.68 Structured interviews 3.42 Assessment centers 3.42 Specific aptitude tests 3.08 Personality tests 2.93 General cognitive ability tests 2.89 Biographical information blanks 2.84 Unstructured interview < 1.00

26. Common Background Checks

27. Common Background Checks • Education • Employment • References • Criminal History • Credit Check • Drug Screen • Medical Screen

28. “Screening-out” Devices • Drug testing • Urinalysis vs. RIAH (Hair testing) • ADA prohibits pre-employment screening for alcohol • Drug Free Workplace Act of 1988 • Credit checks • Depends on the job – e.g. cash handling, children. • Signed consent to background or credit checks. • Fair Credit Reporting Act • Family Educational Rights Privacy Act • Privacy Act of 1974 • Employee Polygraph Protection Act (1988)

29. Background Checks • Negligent hiring • The failure of an organization to discover, via due diligence, that an employee it hired had the propensity to do harm to others • Sources of Information • Social Security verification • Past employment • Educational verification • Criminal records • Motor vehicle records • Credit check • Military records

30. Negligent Hiring • The person causing harm was an employee. • The person was incompetent (rather than a competent employee acting negligently). • Employer knew or should have known about the incompetence. • Injury or harm was a foreseeable consequence of hiring the incompetent employee. • Hiring of the unfit employee was proximate cause of the injury or harm.

31. Reference Checks • Telephone, mail, and e-mail checks • Specific job-related information • Letters of reference • Online computerized databases • Privacy Act of 1974 • Requires signed requests for reference letters and signed consent to background checks. • Applies to both educational and private employers.

32. Employee Polygraph Protection Act (1988) • Use of “lie detectors” is largely prohibited. • Act requires qualified examiners. • Act requires disclosure of information where used. • Encouraged employers’ use of paper and pencil integrity and honesty tests.

33. Background Investigations • Organizations using credit reports must: • Check state laws to see if credit reports can legally be used. • Advise and receive written consent from applicants if a report will be requested. • Provide a written certification to the consumer reporting agency as to the purpose of the report. • Provide applicants a copy of the consumer report as well as a summary of their rights under the CCRRA. • Must provide an adverse-action notice a person if that person is not hired and contact information related to the reporting agency.

34. Criminal Background Checks • Employers can obtain criminal background information by: (1) Asking applicants for certain information during the interview process or on a job application (2) Obtaining criminal record information from a state agency (with the consent of the applicants) (3) by hiring an investigator or security firm • Before the information is gathered, employers should have specific guidelines for how they will use the information.

35. Decision Criteria The hiring official will determine on a case-by-case basis whether the individual is qualified based on factors such as: • Specific duties of the position; • Number of offenses; • Nature of each offense; • Length of time intervening between the offense and the employment decision; • Employment history; • Efforts at rehabilitation; and • Accuracy of the information that the individual provided on the employment application

36. Background Investigations (cont.) • Medical Examinations • Given last as they can be costly. • Ensure that the health of an applicant is adequate to meet the job requirements. • Provides a baseline for subsequent examinations • ADA requires all exams be job-related and conducted after an employment offer is made. • Testing for illegal drugs is allowed.

37. Drug Testing • Drug-Free Workplace Act of 1988 • Testing for illegal drugs is required of applicants and employees of federal contractors. • Questions about the efficacy of testing • Why spend large sums on testing when… • testing for drugs doesn’t appear to make the workplace safer or improve employee performance? • few applicants actually test positive and alcohol abuse creates more problems in the workplace?

38. Most Common Types of Background Checks Use of Pre-Employment Background Screening by Fortune 1000 Companies* *Tools that 212 security representatives at Fortune 1000 companies said their companies use consistently. Source: Top Security Threats and Management Issues Facing Corporate America, Pinkerton Consulting and Investigations, Inc.

39. Principles of Assessment • Don’t rely on a single method. • Use only fair and unbiased instruments. • Use only reliable instruments. • Use only valid instruments for a specific purpose. • Use only tools designed for a specific group. • Use instruments with understandable instructions. • Ensure test administration staff are properly trained. • Ensure test conditions are suitable for all test takers. • Provide reasonable accommodation. • Maintain confidentiality of results. • Ensure proper interpretation of results.