HUMAN RESOURCE MANAGEMENT

CHAPTER 5 : TESTING & SELECTION

Dr. Samia Jamshed

Department of Management Sciences
Why Careful Selection is
Important

The importance of selecting the right employees

 Organizational performance always depends in part on
subordinates having the right skills and attributes.
 Recruiting and hiring employees is costly.
 The legal implications of incompetent hiring
 EEO laws and court decisions related to nondiscriminatory selection
procedures
 The liability of negligent hiring of workers with questionable
backgrounds
Avoiding Negligent Hiring Claims

1. Carefully scrutinize information supplied by the applicant on

his or her employment application.
2. Get the applicant’s written authorization for reference checks,
and carefully check references.
3. Save all records and information you obtain about the applicant.
4. Reject applicants who make false statements of material facts or
who have conviction records for offenses directly related and
important to the job in question.
5. Balance the applicant’s privacy rights with others’ “need to
know,” especially when you discover damaging information.
6. Take immediate disciplinary action if problems arise.
Basic Testing Concepts

 Reliability
 The consistency of scores obtained by the same person when
retested with the identical or equivalent tests.
 Are the test results stable over time?
 Test validity
 The accuracy with which a test, interview, and so on measures
what it purports to measure or fulfills the function it was designed
to fill.
 Does the test actually measure what we need for it to measure?
 Sample Picture Card from
Thematic Apperception Test

How do you interpret

this picture?

Source: Harvard University Press. Used with permission.

Types of Validity

 Criterion validity
 A type of validity based on showing that scores on the test
(predictors) are related to job performance (criterion).
 Are test scores in this class related to students’ knowledge of human
resource management?

 Content validity
 A test that is content valid is one that contains a fair sample of the
tasks and skills actually needed for the job in question.
 Do the test questions in this course relate to human resource
management topics?
 Is taking an HR course the same as doing HR?
 7
Examples of Web Sites Offering
Information on Tests or Testing Programs

 www.hr-guide.com/data/G371.htm
 Provides general information and sources for all types of employment
tests.
 http://buros.unl.edu/buros/jsp/search.jsp
 Provides technical information on all types of employment and nonemployment
tests.
 www.ets.org/testcoll/index.html
 Provides information on over 20,000 tests.
 www.kaplan.com/
 Information from Kaplan test preparation on how various admissions tests work.
 www.assessments.biz/default.asp?source=GW-emptest
 One of many firms offering employment tests.
 How to Validate a Test

Step 1: Analyze the job

 Predictors: job specification (KSAOs) Step 4: Relate Test Scores and Criteria

 Criterion: quantitative and qualitative  Correlation analysis

measures of job success  Actual scores on the test with actual
Step 2: Choose the tests performance

 Test battery or single test?

Step 3: Administer the test Step 5: Cross-Validate and Revalidate

 Concurrent validation  Repeat Step 3 and Step 4 with a

different sample of employees.
 Current employees’ scores with
current performance
 Predictive validation
 Later-measured performance with
prior scores
 Expectancy Chart 6–9

Note: This expectancy chart shows the relation between scores made on the Minnesota Paper Form Board and
rated success of junior draftspersons. Example: Those who score between 37 and 44 have a 55% chance of being
rated above average and those scoring between 57 and 64 have a 97% chance.
 Testing Program Guidelines

Sample Test
1. Use tests as supplements.
2. Validate the tests.
3. Monitor your
testing/selection program
4. Keep accurate records.
5. Use a certified psychologist.
6. Manage test conditions.
7. Revalidate periodically.

Source: Courtesy of NYT Permissions.

Using Tests at Work

 Major types of tests used by employers

 Basic skills tests (45%)
 Drug tests (47%)
 Psychological tests (33%)
 Use of testing
 Less overall testing now but more testing is used as specific job skills
and work demands increase.
 Screen out bad or dishonest employees
 Reduce turnover by personality profiling

 Source of tests
 Test publishers
Computer-Interactive Testing

 Types of tests
 Specialized work sample tests
 Numerical ability tests
 Reading comprehension tests
 Clerical comparing and checking tests
 Online tests
 Telephone prescreening
 Offline computer tests
 Virtual “inbox” tests
 Online problem solving tests
Types of Tests

 Tests of cognitive abilities

 Intelligence Tests
 Tests of general intellectual abilities that measure a range of abilities, including
memory, vocabulary, verbal fluency, and numerical ability.
 Aptitude tests
 Tests that measure specific mental abilities, such as inductive and deductive
reasoning, verbal comprehension, memory, and numerical ability.
 Tests of motor abilities
 Tests that measure motor abilities, such as finger dexterity, manual dexterity, and reaction
time.
 Tests of physical abilities
 Tests that measure static strength, dynamic strength, body coordination, and stamina.
 Problem from the Test of
Mechanical Comprehension

Which gear will turn the same way as the driver?

Source: Reproduced by permission. Copyright 1967, 1969 by The Psychological Corporation, New York, NY. All rights
reserved. Author’s note: 1969 is the latest copyright on this test, which is still the main one used for this purpose.
Measuring Personality and Interests

Personality tests
 Tests that use projective techniques and trait inventories to
measure basic aspects of an applicant’s personality, such as
introversion, stability, and motivation.
 Disadvantage
 Personality tests—particularly the projective type—are the
most difficult tests to evaluate and use.
 Advantage
 Tests have been used successfully to predict dysfunctional job
behaviors and identify successful candidates for overseas
assignments.
Work Simulations

 Management assessment center  Video-Based situational

 A simulation in which management testing
candidates are asked to perform
realistic tasks in hypothetical situations
 A situational test comprised of
and are scored on their performance. several video scenarios, each
followed by a multiple choice
 Typical simulated exercises include:
question that requires the
 The in-basket candidate to choose from
 Leaderless group discussion among several courses of
 Management games
action.
 Individual presentations
 While the evidence is mixed,
the results suggest that video-
 Objective tests
based situational tests can be
 The interview useful for selecting employees.
 17
Work Simulations (cont’d)

 The miniature job training and evaluation approach

 Candidates are trained to perform a sample of the job’s tasks, and
then are evaluated on their performance.
 The approach assumes that a person who demonstrates that he or
she can learn and perform the sample of tasks will be able to learn
and perform the job itself.
 18
Background Investigations and
Reference Checks

 Extent of investigations and checks  Sources of information for background

checks:
 Reference checks (87%)
 Former employers
 Background employment checks
(69%)
 Current supervisors
 Commercial credit rating companies
 Criminal records (61%)
 Written references
 Driving records (56%)
 Reference providers’ concerns
 Credit checks (35%)  Fear of legal reprisal for defamation
 Reasons for investigations and checks  Not wanting to damage the applicant’s
 To verify factual information provided chances
by applicants.  Helping to get rid an incompetent
employees
 To uncover damaging information.
 Reference Checking Form
(Verify that the applicant has provided permission before conducting reference
checks)
Candidate Name:
Reference Name: Company Name:
Dates of Employment: (From: and To:)
Position(s) Held: Salary History:
Reason for Leaving:
Explain the reason for your call and verify the above information with the supervisor (including the reason
for leaving)
1. Please describe the type of work for which the candidate was responsible.
2. How would you describe the applicant’s relationships with coworkers, subordinates (if applicable), and
with superiors?
3. Did the candidate have a positive or negative work attitude? Please elaborate
4. How would you describe the quantity and quality of output generated by the former employee?
5. What were his/her strengths on the job?
6. What were his/her weaknesses on the job?
7. What is your overall assessment of the candidate?
8. Would you recommend him/her for this position? Why or why not?
9. Would this individual be eligible for rehire? Why or why not?
Other comments?

Source: Society for Human Resource Management, © 2004.

 20
Using Pre-employment Information
Services

 Concerns about checking applicant histories

 Various equal employment laws discourage or prohibit the use of
such information in employee screening.
 Courts view making employment decisions based on someone’s
arrest record as unfairly discriminatory.
 The EEOC says a poor credit history should not by itself preclude
someone from getting a job.
Checking Background Information

 Step 1—Disclosure and authorization.

 Inform the employee/applicant that a report will be requested and obtain
written authorization.
 Step 2—Certification.
 The employer must certify to the reporting agency that the employer will
comply with the federal and state legal requirements.
 Step 3—Providing copies of reports.
 The employer must provide copies of the report to the applicant or employee if
adverse action is contemplated.
 Step 4—Notice after adverse action.
 After the employer provides the employee or applicant with copies of the
investigative reports and a “reasonable period” has elapsed, the employer may
take an adverse action.
The Polygraph and Honesty Testing

 The polygraph (or lie detector)

 A device that measures physiological changes,
 The assumption is that such changes reflect changes in emotional
state that accompany lying.
 Employee Polygraph Protection Act of 1988.
 Prohibits employers (in most all cases) from conducting polygraph
examinations of all job applicants and most employees.
 Also prohibited are other mechanical or electrical devices
including psychological stress evaluators and voice stress
analyzers.
Permitted Users of the Polygraph

 Employers with contracts involving:

 National defense or security
 Nuclear-power (Department of Energy)
 Access to highly classified information
 Counterintelligence (the FBI or Department of Justice)
 Other exceptions
 Hiring of private security personnel
 Hiring persons with access to drugs
 Conducting ongoing investigations involving economic loss or
injury to an employer’s business.
Paper-and-Pencil Honesty Tests

Paper-and-pencil honesty tests

 Psychological tests designed to predict job applicants’
proneness to dishonesty and other forms of
counterproductivity.
 Measure attitudes regarding things like tolerance of others
who steal, acceptance of rationalizations for theft, and
admission of theft-related activities.
 Graphology

 Graphology (handwriting analysis)

 Assumes that handwriting reflects basic personality traits.
 Graphology’s validity is highly suspect.

Handwriting Exhibit Used by Graphologist

Source: Reproduced with permission from Kathryn Sackhein, Handwriting Analysis

and the Employee Selection Process (New York: Quorum Books, 1990), p. 45.
Physical Examination

 Reasons for preemployment medical examinations:

 To verify that the applicant meets the physical requirements of the
position
 To discover any medical limitations you should take into account
in placing the applicant.
 To establish a record and baseline of the applicant’s health for
future insurance or compensation claims.
 To reduce absenteeism and accidents
 To detect communicable diseases that may be unknown to the
applicant.
QUESTIONS