selection
the process by which companies decide who will or who will not be allowed into the organization
- takes the pool of applicants delivered by recruitment and selects a subset, hopefully people
- measures "criteria a business uses to make hiring decisions"
-
reliability
1/5 reasons a selection measure is "good"
- the degree to which a measure is free of random error (and therefore more precise)
- a score on any measure has 2 components; the "true score" and random error
- sources of random error include interviews, tests
items
1/3 measurement repetitions for calculating reliability
- repetition in _____
- inter-item reliability
- ex. give an applicant a survey that asks thew same kinds of items multiple times, correlate the items
- ex. if you have to rate your gratitude, your r
times
1/3 measurement repetitions for calculating reliability
- repetition in _____
- ex. give the same test to an applicant multiple times, correlate the administrations
- ex. Buzzfeed personality quiz -- if the test is reliable, you should get the same result
raters
1/3 measurement repetitions for calculating reliability
- repetition in _____
- ex. interview an applicant w/multiple interviewers, correlate their scores
- ex. America's Got Talent, World of Dance
validity
1/5 reasons a selection measure is "good"
- the extent to which a select measure correlates with some criterion of interest (dependent variable), such as: manager rating of job performance, objective measure of job performance, customer satisfaction ratin
content
1/3 types of validation (method for assessing validity)
_____ validity
- not statistically derived, relies on expert judgement
- asks "does the content of the measure SEEM to relate to the job"
- in other words, the measure assesses what it is meant to as
concurrent
1/3 types of validation (method for assessing validity)
_____ validity
- give measure to people already on the job, correlate with performance (or some other criterion @ that time)
- problem: most of them already have high levels of whatever you're measur
predictive
1/3 types of validation (method for assessing validity)
_____ validity
- give measure to job applicants but don't use it to hire. Then, correlate it with performance several months later
- hire off of something unrelated
- the problem: some people may qui
generalizable
1/5 reasons a selection measure is "good"
- is the validity of our measure _______ to other jobs, organizations, kinds of people, time periods, etc.
- is the measure specific to only our organization or can it be used to measure candidates in other contex
useful
1/5 reasons a selection measure is "good"
- how ___ is the measure in terms of a) increasing overall profitability b) allowing us to accurately select those who will succeed on the job, in a "batting average" sense
legal
1/5 reasons a selection measure is "good"
- does the measure discriminate against any type of group?
- Civil Rights Act, ADEA, ADA
- depends on whether a measure hinders EEO
resumes
a type of selection measure
used to assess necessary qualifications but:
- lying on ____ is worse than ever -- 75% of applicants put fabricated information on their ____
- high test-retest reliability
- low validity -- everyone exaggerates; no bad qualiti
75
____% of applicants put fabricated information on their resumes
- a 20% increase
references
a type of selection measure
will have high reliability (consistent), but low validity because people usually only say good things
- applicants choose the giver and past employers are afraid to say anything negative
- high test-retest reliability
- low val
background checks
a type of selection measure
ex. driving records, credit histories, criminal records, education, employment verification
- can be used to check content if resumes and references and can be valid predictors of performance
- valuable in negligent hiring suit
physical abilities
a type of selection measure
- sensory, psychomotor, flexibility & coordination, stamina, strength
- high reliability
- moderate to high validity (for jobs that require _____)
- low generalizability (only generalizes to jobs that also require ____)
- utili
strength
type of physical ability
- degree capable of exerting force ex. static, explosive, dynamic
stamina
type of physical ability
- efficiency of lungs & circulatory system
ex. exert self for a long time
flexible and coordination
type of physical ability
- ability to bend, stretch, twist, reach
ex. extant & dynamic flexibility; gross body coordination & equilibrium
psychomotor
type of physical ability
- capacity to manipulate & control objects
ex. fine manipulative abilities, control movement abilities, response orientation, reaction time
sensory
type of physical ability
- vision and hearing capabilities
ex. near & far vision, night vision, visual color discrimination, depth perception, hearing sensitivity, auditory attention, speech recognition
cognitive abilities
a type of selection measure
- one of the most widely used and valid measures
- .40 correlation w/job performance and .55 w/training performance
- asks "what can an applicant do?" ... not necessarily what they will do
- verbal, quantitative, reasoning, spa
cognitive abilities
______ are the best predictor of job performance, especially when jobs are complex and/or dynamic
verbal
type of cognitive ability
oral & written comprehension and expression
quantitative
type of cognitive ability
number facility & mathematical reasoning
reasoning
type of cognitive ability
problem sensitivity, deductive reasoning, inductive reasoning, originality
spatial
type of cognitive ability
___ orientation, visualization
perceptual
type of cognitive ability
speed & flexibility of closure, ___ speed
personality inventories
a type of selection measure
most commonly used one is the NEO Five-Factor Inventory (NEO FFI), which has 60 questions to measure each of the 5: conscientiousness, agreeableness, openness, and emotional stability (neuroticism)
- high test-retest and inter-
personality
the relatively STABLE organization of a person's characteristics; an ENDURING pattern of behavior
- not mood, emotions, feelings, attitudes, etc... these fluctuate
- moderately-highly related to job performance
- myths:
1. people tend to grow sour & becom
50
___% of personality is inherited
conscientiousness
1 of the Big 5 for Personality
dependable, organized, achievement oriented
- strong predictor of job performance across jobs, organizations, and contexts
- only 1/5 that has high criterion-related validity (others are moderate)
- only 1/5 to be generalize
extraversion
1 of the Big 5 for Personality
sociable, assertive, talkative, expressive
- key for jobs with social demands
agreeableness
1 of the Big 5 for Personality
courteous, trusting, tolerant, cooperative
- key for jobs with social demands
openness
1 of the Big 5 for Personality
curious, imaginative, broad-minded
- key in jobs which are constantly changing
emotional stability
1 of the Big 5 for Personality
stable, non-depressed, secure, content, not neurotic
(neuroticism)
interviews
a type of selection measure
- historically unreliable and invalid
- a lot of noise due to: interviewer tendencies and mood, applicant mood and anxiety, applicant prep and coaching, interviewer-applicant gender mix, interaction style mix, age mix, culture
work samples
a type of selection measure
- to see how someone will do on the job, let them work for a hour or so
- straightforward in technical jobs such as cook, mechanic, accountant
- bit more difficult for managerial jobs so an "in-basket" exercises may be used --
drug test
a type of selection measure
- used by 67% of Fortune 1000, @ $20-$50 per person
- are they valid predictors of performance, absenteeism, turnover, accidents, theft, or violence?
- one study showed that applicants who failed a drug test have a 59% higher r
integrity tests
a type of selection measure
- in terms of validity, ___ are normally used to predict the following types of criteria: theft, substance abuse, ethical reprimands
- many of these validities are small (r= .15), but still have high utility in terms of cost sa
training
a planned effort to help employees acquire job-related knowledge, skill, and behaviors, with the goal of applying these on the job
- can be used to improve criteria such as job performance, customer satisfaction, retention, and job attitudes
- can be used
systematic
effective training programs are created using the "instructional design process" -- a ______ approach to training
1, conduct needs assessment
stage _ of the Instructional design process: _______
- reasons or "pressure points": legislation, lack of basic skills, poor performance, new tech, customer requests, new products, higher performance standards, new jobs, support for business strategy
- ta
task analysis
part of stage 1: conduct needs assessment
- what tasks and KSAOs need to be the focus of the training program?
- involves the same kinds of steps used in job analysis
- the job-analytic steps are often supplemented with a "task statement
task statement
a summary of what needs to be trained
- short sentences that describe what the workers does, how the worker does it, to whom or to what it is done, and why
- ex. for electrical worker: "install a new circuit breaker using supplied tool kit for residential
person analysis
part of stage 1: conduct needs assessment
- who needs training the most? everyone, or just some critical group?
- are we sure that training is the solution, rather than new equipment, new procedures, or more feedback?
organizational analysis
part of stage 1: conduct needs assessment
- what aspects of the organization make training more or less effective?
- is their managerial and peer support for training?
- is the organization supportive of training?
- does the organization have the resource
2, ensure employee readiness for training
stage _ of the Instructional design process: _______
are employees ready to be trained?
- are employees trainable? does the trainee possess basic reading & writing skills? requisite levels of cognitive ability? if not, then "remedial training" must occur
self efficacy
An individual's belief that he or she is capable of performing a task
- belief that they can successfully learn the training content
3, create learning environment
stage _ of the Instructional design process: _______
create an environment in which the following steps occur:
1) provide the training objectives
- take task statements and turn them into specific goals trainees will strive to meet; ensure outcomes are me
4, ensure transfer of training
stage _ of the Instructional design process: _______
- refers to on-the-job use of the KSAOs learned during training
- increased when trainees practice learned skills in 1st days and weeks back on the job
- learning vs. performance orientation can affect
5, evaluate results of training
stage _ of the Instructional design process: _______
- ask participants how satisfied they are with training, if they perform the tasks taught and how often, how difficult it was to learn the task
- if they say no, may need to change the program or offer
equal employment opportunity
government's attempt to ensure all individuals have equal chance for employment, regardless of their membership in certain groups
- accomplished using constitutional amendments, congressional legislation, executive orders, and state legislation
- enforced
equal employment opportunity commission
the government commission to ensure all individuals have equal opportunity for employment
- responsibilities:
1) investigate and resolve complaints filed (employees have 180 days to file if they feel they've been discriminated against)
2) monitor and gath
civil rights act of 1964
aka title VII
- it is illegal for an employer to:
fail or refuse to hire or discharge any individual, other wise discriminate against any individual with respect to his compensation, terms, conditions, or privileges of employment because of such individua
age discrimination in employment act
prohibits discrimination against employees over the age of 40
- firms cannot hire only younger workers, unless it is a business necessity w/o other valid alternatives
- firms cannot coerce employees into taking early retirement; if employee accept early r
Americans with disabilities act
prohibits discrimination against employees with disabilities (subject to exceptions) in all employment practices
- includes application procedures, hiring, firing, promotion, compensation
- employers must define "essential" and "marginal" job functions
essential
type of job function
- fundamental duties of the position, as defined by the frequency and criticalness ratings in a job analysis; must be performed by all job holders
- can refuse employment if disability affects this, but only if a "reasonable accommoda
marginal
type of job function
- less important duties; need not be performed by all job holders
- cannot refuse employment if disability only affects these
disability
3 parts of definition:
1) a physical or mental impairment that substantially limits 1 or more major life activity (blindness, deafness, paralysis)
2) a record of having such an impairment (cancer in remission, history of mental illness, etc)
3) or being r
disparate treatment
intended to treat people differently based on group status
- plaintiff must show that they belong to a protected group, applied for and were qualified for the job, was rejected, and employer kept seeking/hired with similar qualifications
- defendant then
bfoq
a quality or an attribute that employers are allowed to consider when making decisions on the hiring and retention of employees
- a quality that when considered in other contexts would constitute discrimination and thus be in violation of civil rights emp
disparate impact
facially neutral" employment practice adversely affects different groups
- plaintiff must show that the practice in question is disproportionately affecting a protected group relative to the majority; 4/5ths rule
- defendant's rebuttal must show employme
4/5ths rule
There is disparate impact if the hiring rate for a protected group is less than 4/5's (80%) of the hiring rate for the majority group
chi square test
- an alternative to using the 4/5ths rule in order to test disparate impact
- a statistical test of the association between 2 qualitative variables
- Works by comparing categorically coded data you have collected (known as the observed frequencies) with t
affirmative action
seeks to redress discrimination
- introduced in 1961 executive order by JFK
- involves special training programs and recruitment efforts for minority groups
- allows for consideration of group status in making employment decisions
- Supreme Court decision
cognitive, skill based, affective, results
4 types of outcomes to assess training efforts on
.2-.3
what is the range for a good validity?