Chapter 6 Selecting Applicants LEARNING OBJECTIVES After reading this chapter, students should be able to: • Describe what the term validity means with regard to employee selection and how a company can achieve and document it. • Understand the legal constraints imposed by EEOC guidelines, constitutional law, and tort law that companies face when selecting employees. • Explain the various selection methods used by firms. CHAPTER OUTLINE AND LECTURE 6-1 Gaining Competitive Advantage Students learn the basics of selecting qualified applicants to fill positions. They are also given some expert advice on advanced techniques vital to success. 6-1a Opening Case: Gaining Competitive Advantage at Southwest Airlines Southwest Airlines (SWA) receives about 100,000 applications in a year, for about 4,500 positions. Selecting the best candidate presents a huge challenge. SWA aims to overcome the challenge by using a selection system called targeted selection to accurately evaluate all of its applicants. SWA begins its selection process with a job analysis and branches out to devising questions to measure those qualities. The interview is structured to see how well applicants have demonstrated the needed capabilities in previous situations. Two of the important qualities that SWA looks for are judgment and teamwork. Enthusiasm and extroverted personalities are also sought. Using past behavior to predict future behavior is more objective as it focuses on what the applicants have actually done rather than on theoretical and “what if” questions. Sherry Phelps of SWA believes that hiring the best applicants is a key to competitive advantage. Generate a discussion of how this system would work since 9/11. Would it still be effective, and why? 6-1b Linking Selection Practices to Competitive Advantage The effectiveness of a firm’s selection practices can impact an organization’s competitive advantage in a number of ways, including improving productivity, achieving legal compliance, and reducing training costs. When a firm is able to identify and hire the most suitable candidates, productivity increases because such candidates usually become very productive employees. Several studies reveal the companies that improve their selection practices have increased their annual profits remarkably. When applicants are rejected on the basis of assessments, which they perceive as thorough and accurate, bitterness is less likely to surface and the likelihood of a lawsuit is reduced. When the best people are hired, savings in both training costs and time spent on training are realized. 6-2 HRM Issues and Practices Point out to students that keeping abreast of the latest HRM issues and practices related to hiring applicants is vital to success. 6-2a Technical Standards for Selection Practices This section deals in specifics of achieving and documenting selection effectiveness. The issues of validity are an important one. It is concerned with whether applicants would actually perform the job as well as expected, based on inferences made during the selection process. To achieve validity, the manager must have a clear idea of the needed job qualifications and use selection methods that reliably and accurately measure these qualifications. The manager must understand the technical qualifications (KSAs) and nontechnical skills that are job specific. Other qualifications are universal that fit any job in the firm. By basing qualifications on job analysis information, a company ensures that the qualities being assessed are important for the job. Job analyses are also needed for legal reasons, such as avoiding discrimination lawsuits. The reliability of a selection measure refers to its consistency and is defined as the “degree of self-consistency among the scores earned by an individual.” To increase the reliability of the selection process, the manager should establish good rapport with candidates, ask clear questions that are moderately difficult, and administer several measures to assess each important KSA. A firm’s assessments should accurately measure the needed worker requirements. The behavior consistency model is effective because it specifies that the best predictor of future job behavior is past behavior performed under similar circumstances. Stop at this point and have students compare and contrast validity and reliability. How are they similar and yet different in their purposes and functions. An organization can assess and document the validity of its selection practices using: • Content-oriented strategy to demonstrate that it followed proper procedures in developing and using its selection devices. • Criterion-related strategy to provide statistical evidence that shows a relationship between applicant selection scores and subsequent job performance levels. Evidence is gathered on two pieces of information on each person: a predictor score and a criterion score. Validity is calculated by statistically correlating predictor scores with criterion scores. This correlation coefficient is called a validity coefficient. A criterion-related validation study may be conducted in one of two ways: a predictive validation study or a concurrent validation study. • Validity generalization strategy to demonstrate that other companies have already demonstrated the validity of the selection instruments. To use validity generalization evidence, an organization must present the following data: ○ Studies summarizing a selection measure’s validity for similar jobs in other settings. ○ Data showing similarity between jobs for which the validity evidence is reported and the job in the new employment setting. ○ Data showing similarity between the selection measures in the other studies composing the validity evidence and those measures to be used in the new employment setting. 6-2b Legal Constraints on Employee Selection A company’s selection procedures must comply with the law and managers must know the laws and their interpretations. Some of the government guidelines pertaining to employment discrimination law are examined here. The Equal Employment Opportunity Commission (EEOC) serves two functions: enforcement of the laws by investigating complaints and interpretation of the laws by addressing the specifics of the problems in the workplace. The Uniform Guidelines issued in 1978 apply to nearly all organizations employing 15 or more people. They are designed to assist organizations in understanding the compliance requirements imposed by Title VII of the Civil Rights Act, primarily with regard to disparate impact claims. It states that if an employment decision results in disparate impact, the organization must take one of two actions: (1) eliminate the selection devices causing the problem or (2) demonstrate the validity of the selection devices(s). They also list the features that a job analysis should have. According to the EEOC’s national origin guidelines, individuals rejected for employment have just cause for legal redress if their rejection was based on any of the following factors: place of origin, ancestor’s place of origin, marriage to a person of a foreign origin, membership in an association seeking to promote the interests of a national origin group. When a claim is filed, the EEOC will closely scrutinize the firm’s behavior. The guidelines also prohibit employers from harassing applicant because of national origin. Managers and HR professionals must be aware of what constitutes sexual harassment of applicants as well as current employees. The employer is in violation if employment is granted or withheld based on submission to or refusal of submitting to sexual favors respectively. Brainstorm a list of “practical” ways to minimize sexual harassment with the class. Managers should avoid asking any questions regarding pregnancy during an employment interview. It is illegal to discriminate on the basis of pregnancy and the applicant must be treated in the same manner as any other applicant with a temporary disability. Discrimination related to disparate treatment toward applicants aged 40 and above is illegal. If charged with a violation, the firm must show that some reasonable factor other than age was used as the basis for the decision or must prove that age is a BFOQ (bona fide occupational qualification) for the position. The Civil Rights Act of 1964 requires employers to accommodate a reasonable request for religious accommodation, as long as the accommodation does not pose an undue hardship on their business operations. When judging a claim of undue hardship, the courts apply a standard called the de minimis principle. Before rejecting candidates, a manager must first consider whether a reasonable accommodation can be made, like restructuring the job or allowing a voluntary exchange of work schedules. Employers must first inform candidates of the working hours and then ask if they are available to work those hours. The Americans with Disabilities Act (ADA) aims to protect disabled persons from job discrimination. Disability extends to illnesses, losses, emotional and mental illnesses, and recovery. The employer’s burden to provide accommodation is much greater in ADA cases than in religious discrimination cases. Accommodations in the form of new technology, changes in equipment, or rearranging the work area can be made. The government and public sector must also abide by the Fourth, Fifth, and Fourteenth Amendments of the U.S. Constitution. The Fourth Amendment pertains to a person’s privacy rights—it protects job candidates and employees from unreasonable intrusions by employer. The Fifth Amendment provides federal employees with equal protection;, while the Fourteenth Amendment provides this protection to state employees. These amendments are not restricted to protected classifications. Locate more information that differentiates Civil Rights Acts from Constitutional Amendments as related to employee scenarios. Determine if all organizations are required to abide by them regardless of size or nature of industry. Does it make a difference if the organization is not-for-profit? If so, how? Tort law refers to civil laws designed to discourage individuals from subjecting others to unreasonable risks and to compensate those who have been injured by unreasonably risky behavior. The two areas of tort law that bear the most influence on employee selection are negligent hiring and defamation. An employer can be guilty of negligent hiring when it hires an applicant who is somehow unfit for the job and, because of this unfitness, commits an act that causes harm to another. To protect itself, the firm must conduct a background investigation. Defamation often arises when giving reference information. Managers must not be guilty of publishing unprivileged false oral or written statements that harm the reputation of another person. 6-2c Selection Methods Knowledge of actual selection methods must be provided to students to give an overall picture of this area in the workplace. Nearly all companies require outside candidates to complete application blanks as the first step in the selection process. The information contained in them tells the employer three things: (1) if the candidate meets the minimum qualifications for the job (2) helps employers judge the presence or absence of certain job-related attributes (3) points out red flags or potential problem areas. Three categories of questions an employer should refrain from asking on application blanks include: (1) Questions that allow the employer to identify an applicant’s protected group membership (2) Questions that are not directly job related, yet have a disproportionate impact on one or more protected groups (3) Questions that seek information that traditionally has been used to screen out members of certain protected groups. The only federal law that expressly forbids particular questions is the ADA, which prohibits all questions regarding an applicant’s health. Assign students to bring application blanks from three different employers to class. Let them compare and contrast these employment blanks. What do they all have in common? Do any of them contain wrongful or illegal questions? What would students add or delete from them? Biodata inventories ask applicants to provide background information about themselves. They appear in two forms: weighted application blanks and biographical information blanks. The responses they contain are treated objectively, just as they would be on a written test. Applicants can earn points for each question based on the correlation between the item and a criterion. HR professionals use these inventories as a prescreening device to predict tenure. Research has found biodata instruments to be excellent predictors of job success. There are no legal precedents for deciding whether an item with disparate impact could be legally justified by the mere presence of a statistical relationship between the item and job success. Until the courts make this issue clear in its application, employers should exclude any items that have disparate impact if they do not bear a logical relationship with job success. Background investigations gather written or verbal information, from past associations with other people, to screen applicants for positions of trust and for “special duty of care” positions in order to satisfy requirements imposed by negligent hiring laws. Employers must avoid violating the legal right of applicants and must notify them if employment is denied because of information obtained during such an investigation. The primary law in this area is the Fair Credit Reporting Act. Most employers check applicant references in the final stages of the hiring process. They verify information to ensure the applicants have not fabricated their qualifications and past work histories. They also are helpful as sources of predicting future job performance. Employers have reason to doubt the validity of some of the information gathered for various reasons. Employment interviews are conducted by nearly all companies and are considered to be a vital selection tool. Typically, applicants are interviewed by more than one person and a consensus is reached. Over time, better interviewing techniques have emerged that render more valid hiring decisions. Interviews may reveal things that are difficult or nearly impossible to obtain with other methods of gathering applicant information. Four types of information that may be sought are: technical knowledge, self-evaluative information, situational information, and behavior description information. The “behavior description interview” has been found to be extremely valid. Interviews raise the same legal concerns as application blanks. Employment tests are common selection procedures. Mental ability tests are designed to measure intelligence or aptitude. Research has consistently found general aptitude to be a good or perhaps the best predictor of job performance in nearly all jobs, especially complex ones. Personality tests are used to supplement interviews and are considered to be important by most employers. However, research evidence on their validity has been mixed. Among the Big Five Personality types, conscientiousness seems to be the best predictor of performance. Work sample tests ask applicants to perform some of the actual or simulated duties of the vacant position, such as manual skills. When properly constructed and implemented, they are usually quite valid because they provide direct measures of job performance. An assessment center is a comprehensive procedure used to screen managerial candidates, usually in groups of 6 to 12. It may last from two to five days where applicants take a battery of work sample tests, interview, written tests, and other selection devices. The most commonly used work sample tests include the leaderless group discussion, management games, and in-basket. Assessment centers have been found to be quite valid when appropriately developed and used. Divide the class into teams. Assign each team one of the common assessment center work sample tests. Ask each team to create an on the spot exercise explained in their text and ask them to act it out. If there is not enough time in class, have students work on this outside of class and regroup the next period. Companies do not want to hire applicants with dysfunctional tendencies such as drug addiction and dishonesty. Drug tests may be administered to applicants during the selection process to eliminate drug users from further consideration. Remember that drug tests are not always accurate. Few restrictions apply to drug testing in the private sector as compared to the public sector. Applicant honesty is generally predicted through polygraph tests and paper-and-pencil tests. Although polygraph testing is used, the Employee Polygraph Protection Act (EPPA) of 1988 bans most private sector employers from using polygraph tests. Pencil-and-paper tests represent an alternative for predicting theft and are on the rise now that polygraph testing is limited. Research on their validity has been generally supported, but not conclusive. 6-3 The Manager’s Guide The manager’s guide to employee selection is quite useful to managers and HRM professionals for making hiring decisions. 6-3a Employee Selection and the Manager’s Job Managers help determine the needed competencies for the job, participate in the assessment of job candidates, give input into selection decisions, and in many cases make the actual job offer, as well as assist with validation and complaint investigations. 6-3b How the HRM Department Can Help HR professionals play two primary roles in the selection process: providing technical support anywhere from conducting job analyses to monitoring the firm’s hiring practices for EEO compliance, and helping managers conform to legal and technical standards throughout the selection process. 6-3c HRM Skill-Building for Managers Managers need some basic skills when engaging in selection practices. The guidelines that follow will prove highly valuable for minimizing mistakes during candidate interviews. • The manager must have a clear idea of the type of person needed to fill the job. Review and revise the job description as needed. • Correctly interpret the available information on the application blank, and remember that it is tentative about an applicant’s abilities. • Interviewers should prepare a set of job-related questions prior to the interview and ensure that each is covered during the interview. • Do not telegraph the right answer prior to asking the question. • Withhold information regarding the job and worker requirements until the end of the interview. • Ask questions that make it difficult for applicants to always present themselves favorably. • Avoid jumping to conclusions by probing in order to get applicants to elaborate and clarify previous responses. • Managers should also note any inconsistencies among the responses given by an applicant during the interview. • Avoid making snap judgments by preparing rating forms prior to the interview, listing relevant attributes. • Evaluate each candidate immediately after the interview. Set up a mock interview between a student “manager” and a student “applicant.” Let them role play in front of the class. This can be repeated by other students. Ask the rest of the class to evaluate and critique the interviews. To do a consistent and professional job of conducting structured interviews, managers should follow these steps: 1. Prepare for the interview in a thorough manner. 2. Begin the interview in a friendly but businesslike manner. 3. Solicit information in a nonjudgmental manner and maintain control of the interview. 4. Give information about the job and firm. Honestly answer the applicant’s questions. 5. Terminate the interview by expressing appreciation and explaining the procedure by which the company will arrive at its selection decision. When it is correct to assume that a high score on one attribute can compensate for a low score on another the following is an accurate way to identify the best candidate. Evaluate the applicants on each individual attribute needed for the job. Rate each one on a scale and then statistically combine the ratings to form a composite score. This approach is appropriate when a compensatory model is operating. When a non-compensatory model is operating, the “successive hurdles” approach can be the most appropriate. Under this approach, a subset of candidates may be eliminated during various stages of the selection process if you learn they possess a non-compensable deficiency. At the end, the best candidate(s) survive. Should an applicant file discrimination claim, the EEOC will notify the employer in writing within 10 days. When the manager serves as a witness, remember to give the attorney all known facts, be prepared to provide supporting documents, and separate facts from assumptions. Upon completion of its own thorough investigation, the company must decide whether to fight the charges or to settle. The EEOC will either issue a “cause” or “no cause” decision. A finding of “cause” would indicate that there is reason to believe that discrimination has taken place. If the finding is a “no cause,” the complaining party has 90 days to file a lawsuit. KEY TERMS Assessment center: A selection technique that consists of work samples and other assessment techniques. It is primarily used to select managers. Background investigation: An in-depth probe of an applicant’s background usually conducted by an investigative agency. Behavior consistency model: This model specifies that the best predictor of future job behavior is past behavior performed under similar circumstances. Biodata inventories: A selection technique in which an applicant’s responses to background information questions are objectively scored. Biographical information blank: A biodata inventory consisting of a set of questions designed to cover a broad array of background information. Concurrent validation study: A criterion-related strategy in which current employees’ selection scores are correlated with measures of their current job performance. Content-oriented strategy: A method of collecting validity evidence that focuses on expert judgment regarding the extent to which selection devices are properly designed and provide an accurate assessment of the needed worker requirements. Criterion-related strategy: A method of collecting validity evidence that demonstrates statistically that someone who does well on a selection instrument is more likely to be a good job performer than someone who does poorly. Defamation: The unprivileged publication of a false oral or written statement that harms the reputation of another person. Drug tests: Assessing individuals to detect possible drug use. Employee Polygraph Protection Act of 1988: A law that bans most private sector (but not public sector) employers from using polygraph tests in the selection of candidates. Equal Employment Opportunity Commission: A government agency responsible for enforcing and interpreting federal antidiscrimination laws. Fair Credit Reporting Act: A law designed to protect applicants’ rights in the event of a background investigation conducted by an investigative agency. Fifth Amendment: An amendment to the U.S. Constitution that provides all federal employees with equal protection under the law. Fourteenth Amendment: An amendment to the U.S. Constitution that provides all state employees with equal protection under the law. Fourth Amendment: Constitutional amendment granting privacy rights to public sector employees. Mental ability tests: Employment tests designed to measure an applicant’s aptitude. Negligent hiring: Occurs when an employer negligently hires an applicant who is somehow unfit for the job and, because of this unfitness, commits an act that causes harm to another. Paper-and-pencil honesty tests: Written tests that employers use to estimate an applicant’s propensity to steal from an employer. Personality tests: Employment tests designed to assess a variety of personality characteristics that are important for applicants when hired for certain jobs. Polygraph tests: Physiological tests designed to ascertain truthfulness of the information given by the examinee. Predictive validation study: A criterion-related strategy in which applicants’ selection scores are correlated with measures of their subsequent job performance. Reasonable accommodation: A legal concept that applies to situations where individuals are unable to successfully perform a job because of their religion or disability. The employer must consider viable strategies for helping these people overcome such inabilities. Reference checking: Collecting selection information from an applicant’s previous employers (or associates). Reliability: An index reflecting the degree of self-consistency among the selection scores earned by an individual. Selection: An HRM practice in which companies assess and choose among job candidates. Tort law: Civil laws designed to discourage individuals from subjecting others to unreasonable risks and to compensate those who have been injured by unreasonably risky behavior. Undue hardship: A legal argument stating that an accommodation is not reasonable because it would unduly burden the employer. Validity: An index of selection effectiveness, reflecting the extent to which applicants would perform the job as well as expected, based on the inferences made during the selection process. Validity coefficient: An index of criterion-related validity reflecting the correlation between selection and criterion scores. Validity generalization strategy: A method of documenting the validity of a selection device by demonstrating that the same (or similar) device has been consistently found to be valid in many other similar settings. Weighted application blank: A biodata inventory containing the same questions as an application blank. Work sample tests: Employment tests that require applicants to perform some of the actual (or simulated) duties of the vacant position. REVIEW QUESTIONS 1. Behavior consistency theory states that a. people who behave consistently are better performers than those who behave inconsistently. b. an applicant’s past behavior is a good predictor of future behavior. c. employers should assess applicants in a consistent manner. d. consistency is a sign of mediocrity. Answer: b Rationale: This model specifies that the best predictor of future job behavior is past behavior performed under similar circumstances. 2. The Uniform Guidelines on Employee Selection Procedures are designed to assist organizations in understanding Title VII compliance requirements with regard to a. disparate treatment claims. b. disparate impact claims. c. record keeping. d. organizational dressing/uniform policies. Answer: b Rationale: They are designed to assist organizations in understanding the compliance requirements imposed by Title VII of the Civil Rights Act, primarily with regard to disparate impact claims. 3. If a firm rejects an applicant because of a heavy foreign accent, the EEOC would a. overturn that decision under any circumstances. b. support that decision under any circumstances. c. support that decision only if the accent would prohibit the applicant from performing an important job function. d. support that decision only if the applicant is a U.S. citizen. Answer: c Rationale: The EEOC would require the firm to produce evidence that the applicant’s accent prohibited him or her from adequately performing an important job function. 4. When judging a claim of undue hardship in a religious discrimination case, the courts apply a standard called the __________ principle. a. reasonable accommodation b. hardship c. de minimis d. good faith Answer: c Rationale: This standard is called the de minimis principle. Basically, this principle states that to be declared an undue hardship, the cost of accommodation must be more than minimal. 5. The constitutional amendment pertaining to employee privacy is the __________ Amendment. a. First b. Fourth c. Fifth d. Fourteenth Answer: b Rationale: The Fourth Amendment pertains to an individual’s privacy rights; it protects job candidates and employees from unreasonable intrusions by the employer. 6. What law specifies that applicants must be notified if their employment is being denied because of information uncovered in a background investigation? a. The Civil Rights Act b. The Fair Credit Reporting Act c. The Background Investigation Limitation Act d. The Fair Employment Act Answer: b Rationale: Although dealing mainly with consumer credit rights, this law also covers background investigations, stipulating that applicants be notified of the background investigation when an investigative agency is used. Applicants must also be notified if employment is denied because of information obtained during such an investigation. 7. “Tell me about the last time you had a conflict with another employee. What was the nature of the conflict, and how did you deal with it?” This is a __________ question. a. job knowledge b. self-evaluative c. situational d. behavioral description Answer: d Rationale: Behavioral descriptive information examines how applicants have behaved in past situations that are similar to those that would be faced on the new job. 8. In its decision in National Treasury Union v. Von Raab, the Supreme Court a. sanctioned the drug testing program because the government has a compelling reason to test for drugs. b. sanctioned the drug testing program because the government has absolute discretion to test for drug use at any time. c. ruled that the drug testing violated the workers’ privacy rights. d. ruled that the drug testing violated the workers’ civil rights. Answer: a Rationale: The government’s interest was compelling, according to the Court, because “the public interest demands effective measures to bar drug users from positions directly involved in the interdiction of illegal drugs.” 9. __________ tests are paper-and-pencil honesty tests that inquire directly about attitudes toward theft and about prior dishonest behavior. a. Overt b. Covert c. Personality-based d. Direct Answer: a Rationale: Overt tests inquire directly about attitudes towards theft and about prior dishonest behavior. 10. When used in the context of drug testing, the term false positive refers to a person who a. uses drugs and passed the test. b. uses drugs and failed the test. c. does not use drugs and passed the test. d. does not use drugs and failed the test. Answer: d Rationale: One needs to be aware of one caveat regarding the use of drug tests: Test results are not always accurate. Urinalysis testing, the most frequently used testing procedure, often incorrectly identifies people as drug users. Such individuals are referred to as false positives. DISCUSSION QUESTIONS 1. Describe how the practices your university uses to select professors can impact its competitive advantage. The selection practices for professors impact a university's competitive advantage by ensuring high-quality education, enhancing research excellence, promoting diversity, increasing student satisfaction, providing networking opportunities, and boosting institutional reputation. This combination attracts top students and faculty, fostering a cycle of ongoing excellence. 2. Define the term validity. Describe the two keys to ensuring validity. • Validity—an index of selection effectiveness, reflecting the extent to which applicants would perform the job as well as expected, based on the inferences made during the selection process. • Managers can ensure validity by: ○ Having a clear notion of the needed job qualifications, and ○ Using selection methods that reliably and accurately measure these qualifications. 3. Compare and contrast the content-oriented strategy of documenting validity with the criterion-related strategy. When is the criterion-related strategy preferred? • Both strategies attempt to provide evidence that a selection procedure is valid. • The content-oriented strategy focuses on expert judgment while the criterion-related strategy focuses on statistical data. • The sole use of a content-oriented strategy for demonstrating validity is most appropriate for selection devices that directly assess job behavior. A criterion-related strategy is preferred when the selection device does not directly measure the job behavior. 4. What are the main provisions of the Uniform Guidelines? The Uniform Guidelines specify that if an employment decision (e.g., selection, promotion, transfer, retention) results in disparate impact, the organization must take one of two actions: (1) eliminate the selection device(s) causing the disparate impact or (2) demonstrate the validity of the selection device(s). 5. Define the legal requirements for establishing undue hardship for (a) religious discrimination cases and (b) disability discrimination cases. • Religious discrimination ○ Undue hardship is a legal argument stating that an accommodation is not reasonable because it would unduly burden the employer. In judging cases of undue hardship, the courts apply a standard called the de minimis principle. Basically, this principle states that to be declared an undue hardship, the cost of the accommodation must be more than minimal. The determination of “more than minimal” depends on a number of factors, such as the size and nature or the business, the type of accommodation required, whether the employee gives reasonable notice to the employer, and the amount of expense involved. • Disability discrimination ○ The employer’s burden to provide accommodation is much greater in ADA cases that in religious discrimination cases. 6. What are an employer’s obligations with regard to the issue of negligent hiring? • An employer could be found guilty of negligent hiring if it failed to conduct a background investigation of the applicant, when such an investigation would have uncovered the problem that led to a harmful act. • An employer’s obligation to inquire into someone’s fitness varies, depending on the nature of the job in question. The obligation is heaviest for jobs classified as “special duty of care,” which are jobs that involve access to homes of others (e.g., an apartment manager, bellhop); access to equipment, merchandise, and cash of third parties (e.g., bank teller); and jobs involving public safety (e.g., police). For these types of positions, the employer should thoroughly investigate an applicant’s background, including any criminal history. • At a minimum, employers should inquire about an applicant’s past during the interview and reference checking process. This burden requires that employers must avoid inquiries that are discriminatory or an invasion of privacy. 7. Describe the uses of and precautions regarding application blanks? • Uses: ○ To determine whether candidates meet the minimum qualifications for the job (e.g., whether they have the requisite education and experience.) ○ To help employers judge the presence (or absence) of certain job-related attributes. ○ Information contained on an application blank can be used to “red flag” any potential problem areas concerning the applicant. • Precautions: Employers should refrain from asking the following types of questions: ○ Questions that allow the employer to identify an applicant’s protected group membership such as date of birth, sex, or religious preferences. ○ Questions that are not directly job related yet have a disproportionate impact on one or more protected groups. ○ Questions that seek information that traditionally has been used to screen out members of certain protected groups. 8. Explain how the items on a biodata inventory are weighted. • Biodata inventory responses are objectively evaluated, just as they would be on a written test. • Applicants can earn a certain number of points for each question on the biodata inventory based on the correlation between the item and a criterion, such as job performance. • HR professionals score the completed inventory by adding the points earned on each question. • Employees’ responses to biodata inventory items at the time of hire are correlated with their subsequent level of job success. 9. What are the major legal issues associated with reference checking. • Former employers are reluctant to fully disclose relevant information because they fear that unfavorable responses may lead to defamation lawsuits. Applicants who believe that the information given by the reference is untrue and has prevented them from obtaining employment may lodge such suits. • Those giving references can defend against defamation claims by providing information that is: ○ Truthful and its truth can be proven. ○ Not conveyed with malicious intent. ○ Communicated only to individuals who are “interested parties.” ○ Job related; that is, the information pertains to issues about which the reference-seeker has a legitimate need to know. 10. Under what conditions may a public sector employer administer a drug test? Applicants for public sector jobs may bring lawsuits based on the Fourth Amendment. This amendment prohibits the government from unreasonably invading the physiological being of its applicants by taking urine or blood samples. To justify such a privacy invasion, the public sector employer must prove that its reason for administering these tests is “compelling.” 11. Describe the two types of paper-and-pencil honesty tests. • Overt tests—Inquire directly about attitudes towards theft and about prior dishonest behavior. The purpose of these questions is often transparent to applicants; therefore answers can be easily faked. • Personality-based tests—Measures do not contain any obvious references toward theft and thus are less prone to faking. Personality-based measures assume that certain personality characteristics predispose people to engage in theft. These tests use items from personality tests that have been found to correlate with other indices of dishonesty or theft. 12. What is the manager’s role regarding validation? Managers do not bear responsibility for validating selection procedures, but they do play two very important parts in the process. First, the actions they take in the selection process (e.g., interviewing applicants, evaluating information) affect the validity of the process. Second, when the validity of the selection process is challenged, as it may be in a discrimination suit, courts will scrutinize the managers’ actions. 13. In what ways may an HR professional assist a manager with regard to employee selection? • HR professionals can assist managers in various ways, such as: ○ Answering EEO-related questions, ○ Offering interviewer training programs, or ○ Helping the manager choose a selection device that would be most appropriate for the given situation. 14. Describe three mistakes that are often made by managers during the interview process. How can these mistakes be avoided? • Students should describe three of the following mistakes: ○ The manager is ignorant of the job requirements and of the needed worker qualifications. • Review/revise the job description. ○ Entering the interview with a biased view on the candidate. • Correctly interpret the available information contained on the application blank. ○ Asking the “wrong” questions (i.e., questions that are not job related). • Manager should prepare a set of job-related questions prior to the interview and ensure that each is covered during the interview. ○ Asking questions that make it easy for the interviewee to give favorable answers. • Do not “telegraph” the right answer prior to asking the question. • Withhold information regarding the job and worker requirements until the end of the interview. • Ask questions that make it difficult for applicants to always present themselves favorably. ○ Jumping to conclusions about the applicant. • The key to overcoming this error lies in the interview’s ability to probe in order to get applicants to elaborate and clarify previous responses. • Managers should also note any inconsistencies among the responses given by an applicant. ○ Committing judgmental errors • Managers should prepare rating forms prior to the interview, listing relevant attributes. • Managers should evaluate each candidate immediately after the interview. • Take careful notes during the interview. EXPERIENTIAL EXERCISES What Information Will the EEOC Seek? Carl Jackson, a black man, filed a race discrimination charge against the ABC Police Department. The charge reads as follows: 1. I was not hired for the position of patrol officer, in spite of the fact that I was qualified and applied for the job. 2. Lieutenant Smith told me there were no openings at present, but he would keep me in mind. 3. I have a B.S. degree in criminal justice from Metropolitan University and served an internship with the Metropolitan Police Department. I received a good recommendation from Lieutenant Horton, the officer to whom I was assigned. 4. I applied for the position in July 1990 following my graduation. I kept in touch with Lieutenant Smith regarding my continued desire to work for the department. 5. There is currently one black working in the department as a patrol officer. I found out in September that a Caucasian, Jim Spencer, was hired during the time I was told there was no opening. I believe I am more qualified for the position. Mr. Spencer does not even have a degree in criminal justice. Assignment: Students should provide answers to the below mentioned questions: 1. What information/records would the EEOC request in its investigation of this claim? 2. How could this information be used in its determination of “cause” or “no cause?” 3. Give examples of the type of information that would lead the EEOC to a finding of “cause.” Students can use the information provided below to understand the case: Equal Employment Opportunity Commission (EEOC), serves two functions: enforcement and interpretation. When someone alleges that the law has been violated, the EEOC’s role is to enforce the law by investigating the complaint. • The process starts when an applicant files a discrimination complaint with the EEOC, indicating the nature and type of discrimination (e.g., sex discrimination, race discrimination, etc.) that has allegedly occurred. • The EEOC will notify the employer of the charge in writing within 10 days. At this point, the company should launch its own investigation of the charges. • Upon completion of its own thorough investigation, the company must decide whether to fight the charges or to settle. If no settlement is reached, the EEOC requires the employer and the complaining party to attend a “no-fault” conference. • During this conference, the EEOC official hears both sides of the story. Each party is expected to bring any witnesses who may shed light on the charge. About 40 percent of all cases are settled at this stage. • If the matter is not resolved during this conference, the EEOC will conduct a full-scale investigation. • The company may be asked to respond, in writing, to interrogatories (i.e., requests for information that would have a bearing on the validity of the charge). • As part of its investigation, the EEOC officials are likely to examine records and conduct interviews with company officials, witnesses, and other “interested” parties. • The EEOC will ultimately make a determination of “cause” or “no cause.” A finding of “cause” would indicate that there is reason to believe that discrimination has taken place. • Companies should seriously consider making a settlement if this occurs, especially if its own internal investigation supports some or all of the charges. However, they are not legally required to do so. • A finding of “no cause” indicates that there is insufficient evidence to support the discrimination claim. • The complaining party is nevertheless issued a “right to sue” letter and has 90 days to file a lawsuit. Reference sections: 6-2b, 6-3c What Should Jane Smith Do? Refer to the scenarios described earlier in the chapter depicting a day in the life of line manager Jane Smith. Assignment: Students should answer the below mentioned questions: 1. What would you tell Jane regarding her decision to reject the application of Mary Jones because of her pregnancy? 2. What arguments could Jane use to support her decision to reject the candidacy of Bill Cooper because Bill could not work on Saturdays? 3. What are the legal ramifications of giving Kate Johnson an unfavorable reference? What advice would you give Jane? Students can use the information provided below to understand the case: According to the EEOC’s pregnancy discrimination guidelines, a female applicant who is temporarily unable to perform some job function due to her pregnancy-related condition must be treated in the same manner as any other applicant with a temporary disability. • Thus, if she is the most qualified candidate, she should be hired with the provision that she be given modified tasks, alternate assignments (e.g., light duty), disability leave, etc., if other applicants with a temporary disability are so treated. • Moreover, the preferences of coworkers, clients, or customers would not serve as a legitimate, nondiscriminatory reason for rejecting such a candidate. • Managers should avoid asking any questions regarding pregnancy during an employment interview. ○ For instance, they should avoid the topic of whether the applicant is pregnant or plans to become pregnant. ○ If the applicant’s pregnancy is readily apparent, managers should ignore the condition. Reference section: 6-2b Planning How to Assess Worker Qualifications Methods of Selection 1. Application blank 2. Biodata inventory 3. Background investigation 4. Reference check 5. Employment interview 6. Mental ability test 7. Personality test 8. Work sample test 9. Assessment center 10. Honesty testing Instructions Indicate what selection method or methods from the preceding list should be used to assess each of the characteristics shown in the following list for the job of HR professional. Be prepared to explain your choices. Method(s) Characteristics to Assess ______ 1. Would the applicant enjoy the job? ______ 2. Would the applicant fit well with the people/culture? ______ 3. Are the applicant’s career aspirations congruent with those offered by the job? ______ 4. Will the applicant be highly motivated? ______ 5. Will the applicant be a good organizational citizen? ______ 6. Does the applicant have the ability to communicate clearly? ______ 7. Does the applicant have the ability to deal with people tactfully? ______ 8. Would the applicant deal assertively with members of upper management? ______ 9. Would the applicant be able to handle the stress of the job (e.g., short deadlines, constantly changing priorities)? ______ 10. Would the applicant be a good employee advocate (e.g., show concern for other employees’ well-being)? ______ 11. Does the applicant possess the technical knowledge and skills required by the job (e.g., job analysis, employment, training, incentive systems, safety and health)? Developing a Selection Plan and Interview Questions Overview You will be working with the job description that was assembled in the experiential exercise in Chapter 4. The task is to develop a selection plan and interview questions for selecting applicants for that job. The students will then be asked to conduct an actual interview with one of their class members. Steps 1. Reconvene into the groups of three that were used in the VERJAS exercise. 2. Each group should prepare a selection plan that would be used in the assessment of applicants for the position. The plan should be expressed as a matrix. On the left-hand side, list each basic and special competency. Across the top of the matrix, list each type of selection device that would be used in the selection process (e.g., application blank, biodata inventory, interview, etc.). 3. Put an “X” in each matrix cell, indicating which selection device(s) would be used to measure each competency. 4. Prepare a list of the interview questions you would ask an applicant in order to assess the competencies that can be measured by means of the interview (as indicated in the matrix developed in step 2). 5. The instructor will select one group to conduct an interview for the job it had analyzed. The instructor will then select a class member in another group to serve as the interviewee. The group conducting the interview will distribute a list of the competencies to be assessed to the other groups. The candidate will be interviewed using the questions developed in step 3, as well as follow-up or probing questions. The interview may be conducted by one individual within the group or by the entire group (i.e., alternate questioning among group members). 6. Upon completion of the interview, all groups should rate the candidate on each KSA. 7. Hold a class discussion for the purpose of comparing the ratings made by the various groups. Did each group rate the candidate identically on each competency? If not, discuss the possible reasons for the disagreements. CASE Is This Hiring Process Sound? Objective: Enhance students’ critical thinking skills by applying their knowledge to an actual situation. What to do: Conduct this discussion at the conclusion of the chapter. 1. If you were Mike, what conclusions would you draw regarding the soundness of Lou’s hiring practices? • The class should be able to identify many of the interview mistakes that Lou made. Interviewer mistakes are listed in the Manager’s Guide section. Such mistakes include: ○ Ignorance of job requirements. ○ Asking the “wrong” questions—failure to conduct a structured interview (i.e., preparing a set of job-related questions prior to the interview and cover all questions during the interview.) ○ Jumping to conclusions. ○ Snap judgments—making a decision in the first five minutes of the interview. 2. What recommendations would you make to Lou regarding how he could improve his selection procedure? • The recommendations should closely follow those given in the Manager’s Guide section such as: ○ Review the job description prior to the interview. ○ Prepare an attribute rating form. ○ Prepare a list of questions in advance. ○ Probe—make the interviewee elaborate on certain answers. ○ Evaluate candidates on each attribute. CRITICAL THINKING EXERCISES 1. Generate a discussion of how the targeted selection system, used by Southwest Airlines (SWA) in the opening case, would work since 9/11. Would it still be effective and why? 2. After discussing the topic ‘Technical Standards for Selection Practices,’ have students compare and contrast validity and reliability. How are they similar and yet different in their purposes and functions? 3. Brainstorm a list of “practical” ways to minimize sexual harassment with the class. 4. Locate more information that differentiates Civil Rights Acts from Constitutional Amendments as related to employee scenarios. Determine if all organizations are required to abide by them regardless of size or nature of industry. Does it make a difference if the organization is not-for-profit? If so, how? 5. Assign students to bring application blanks from three different employers to class. Let them compare and contrast these employment blanks. What do they all have in common? Do any of them contain wrongful or illegal questions? What would students add or delete from them? 6. Divide the class into teams. Assign each team one of the common assessment center work sample tests. Ask each team to create an on the spot exercise explained in their text and ask them to act it out. If there is not enough time in class, have students work on this outside of class and regroup the next period. 7. Set up a mock interview between a student “manager” and a student “applicant.” Let them role-play in front of the class. This can be repeated several times by other students. Ask the rest of the class to evaluate and critique the interviews. ESSAY QUESTIONS 1. The effectiveness of a firm’s selection practices can impact an organization’s competitive advantage in a number of ways. Explain three of these ways. The effectiveness of a firm’s selection practices can impact competitive advantage in the following ways: 1. Talent Acquisition: Strong selection processes attract and retain top talent, enhancing the overall skill set of the workforce and driving innovation. 2. Cultural Fit: Effective practices ensure candidates align with the company culture, leading to higher employee satisfaction, engagement, and lower turnover rates. 3. Performance and Productivity: Selecting the right candidates improves individual and team performance, directly contributing to operational efficiency and overall business success. 2. Managers infer how well each applicant would perform the job, if hired. What is the meaning of validity as managers assess job applicants? In the context of assessing job applicants, validity refers to the extent to which a selection method accurately predicts job performance. High validity means that the assessments or criteria used effectively measure the relevant skills and traits necessary for success in the role, ensuring that managers make informed hiring decisions. 3. Provide four things a manager can do to increase the reliability of selection practices. To increase the reliability of selection practices, a manager can: 1. Standardize Interviews: Use a consistent set of questions and evaluation criteria for all candidates to reduce variability. 2. Train Interviewers: Provide training to ensure all interviewers understand the process and assessment standards, minimizing bias. 3. Use Multiple Assessments: Combine various selection methods (e.g., tests, interviews, and references) to gather a more comprehensive view of candidates. 4. Regularly Review Processes: Continuously evaluate and refine selection practices based on feedback and outcomes to maintain effectiveness and consistency. 4. Describe criterion-related strategy. A criterion-related strategy is a method used in employee selection that focuses on demonstrating the relationship between selection methods and job performance outcomes. This approach involves validating selection tools by comparing them to job-related criteria, such as performance ratings or productivity metrics. It ensures that the selection process effectively predicts an applicant's future job success, enhancing the overall quality of hires. 5. To use validity generalization evidence, an organization must present three different data. Name the three. To use validity generalization evidence, an organization must present the following three types of data: 1. Validity Coefficients: Statistical measures that show the relationship between selection methods and job performance across different jobs or contexts. 2. Job Analysis Data: Information about the job’s tasks and requirements to demonstrate how the selection methods are relevant to specific job performance. 3. Generalizability Evidence: Information supporting the applicability of validity findings across various settings, jobs, or populations, indicating that the selection method is effective beyond the original sample. 6. Compare and contrast the Fourth Amendment of the U.S. Constitution with the Fifth and Fourteenth Amendments. How do they help employees? The Fourth Amendment protects individuals from unreasonable searches and seizures, requiring warrants to be supported by probable cause. This helps employees by safeguarding their privacy rights in the workplace. The Fifth Amendment guarantees the right against self-incrimination and ensures due process. This means employees cannot be compelled to testify against themselves, providing legal protection during investigations. The Fourteenth Amendment extends due process and equal protection under the law to all individuals, preventing discrimination and ensuring fair treatment in employment practices. In summary, while the Fourth Amendment focuses on privacy and protection from unwarranted intrusions, the Fifth and Fourteenth Amendments ensure due process and equal treatment, collectively helping to protect employees' rights in the workplace. 7. Define defamation. How does it help employees? Defamation is the act of making false statements about an individual that damage their reputation. It can occur through slander (spoken) or libel (written). Defamation laws help employees by providing legal recourse against false accusations that can harm their professional reputation, job prospects, and personal relationships. This protection encourages a fair and respectful workplace environment. 8. What are five questions that have traditionally been used to screen out members of certain protected groups? Five questions that have traditionally been used to screen out members of certain protected groups include: 1. Age-related Questions: Inquiries about a candidate’s age or date of birth. 2. Marital Status: Questions regarding whether a candidate is married or has children. 3. Religious Affiliation: Questions about a candidate’s religion or religious practices. 4. Disability Status: Inquiries about physical or mental health conditions. 5. Ethnic or Racial Background: Questions about a candidate’s race or ethnicity. These types of questions can lead to discrimination and are generally considered illegal in many hiring practices. 9. Explain the “Big Five” personality types. The “Big Five” personality types are: 1. Openness to Experience: Curiosity and willingness to explore new ideas. 2. Conscientiousness: Organization, reliability, and goal-oriented behavior. 3. Extraversion: Sociability and assertiveness; enjoyment of social interactions. 4. Agreeableness: Compassion, cooperativeness, and trust in others. 5. Neuroticism: Tendency to experience negative emotions and emotional instability. These traits help in understanding individual differences and predicting behaviors in various contexts. 10. In Chapter 6, there are three main objectives covered. Outline these three. In Chapter 6, the three main objectives typically covered are: 1. Understanding Key Concepts: Exploring fundamental theories and ideas related to the chapter’s topic. 2. Applying Knowledge: Demonstrating how to apply these concepts in real-world scenarios or case studies. 3. Analyzing Outcomes: Evaluating the implications and effects of the concepts on relevant practices or behaviors. These objectives aim to enhance comprehension and practical application of the material. OTHER RESOURCES I. Websites www.peopleconnectstaffing.com. This is a staffing agency site. II. Articles “Avoiding Liability for Sexual Harassment,” Inc. Magazine, July 01, 1999. An informative article providing tips on education and prevention. “Hiring Without the Guesswork,” E. Spragins, Inc. Magazine, February 01, 1992. This article contains useful tips on hiring and recruiting employees. III. Discussion Groups Yahoo! Groups HRNET: Human Resources Management Discussion Group dedicated to the exchange of ideas between HR professionals. Post messages to: http://finance.groups.yahoo.com/group/HRNET. Solution Manual for Human Resource Management: A Managerial Tool for Competitive Advantage Lawrence S. Kleiman 9781426649189
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