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This Document Contains Chapters 7 to 8 CHAPTER 7 Selection I: Applicant Screening SUGGESTED ANSWERS TO DISCUSSION QUESTIONS, EXERCISES, AND CASE STUDY DISCUSSION QUESTIONS 1. What are the differences between employee screening and selection? Answer: Recruitment seeks to find a sufficient number of qualified applicants; screening identifies whether those candidates who applied meet the minimum requirements; and selection reviews each qualified candidate to find those who will be most successful in the job. Screening is the first step of the selection process and involves identifying individuals from the applicant pool who have the minimum qualifications for the targeted position(s). Candidates “passing” this first hurdle are referred for more extensive assessments. 2. What are the advantages and disadvantages of using the following screening devices? a. biographical data b. application forms c. résumés d. background reference checks Answer: a. One type of biographical data is a biographical information blank (BIB), which is a pre-selection questionnaire asking applicants to provide job-related information about their personal background and life experiences. b. An application form is used by job candidates to provide an employer with basic information about their knowledge, skills, education, and other job-related information. A weighted application blank (WAB) or form is a method for quantitatively combining information from application blank items by assigning weights that reflect each item’s value in predicting job success. c. Résumés are another source of biographical information produced by job applicants. The intent of the résumé is to introduce the job applicant to the organization through a brief, accurate, written self-description. One difference between information collected through application blanks and résumés is that, for the former, applicants voluntarily provide biographical information. d. Reference checks are used to gather information about a job candidate from that applicant’s supervisors, coworkers, clients, or other “referees.” This information is usually collected from the referees through telephone interviews. 3. What is negligent hiring? Provide an example. What can employers do to guard against this? Answer: An employer can be held legally liable if one of its employees causes harm to other employees or clientele and if the employer is found not to have properly reviewed the references of that employee pre-hire. Hiring such an individual under such circumstances is referred to as negligent hiring—the employer placing an unfit or unqualified person in an employment situation puts others at an unreasonable risk for harm. 4. How best can an employer avoid legal challenges arising against its use of screening procedures? Answer: Using the interview as a screening device brings with it the potential for introducing discriminatory practices into the hiring process. Taking into account information regarding marital status, child-care arrangements, birthplace or birth date, or the applicant’s name, which is related to proscribed personal information and national or ethnic origin, is clearly prohibited. 5. Describe an effective screening program that you could use to deal with a large number (over 1000) of job applications for the position of public bus operator. Answer: Much research has investigated the effectiveness of the selection interview, but much less has examined the interview used for employment screening. Advanced technology enables automatic administration and scoring of interview questions. This sort of screening interview allows for pre-screening to occur. Speed interviewing is now being used by recruiters who need to fill several positions as quickly and cost-effectively as possible. It consists of a series of short (5–15 minute), consecutive interviews. Those who are short-listed can be given a second interview lasting 15 minutes to an hour. 6. What are applicant behaviours that give rise to positive (or negative) employer impressions of job applicants? Answer: Applicant issues that give rise to positive or negative employer impressions include resumes and social network sites (SNSs). When well-constructed, resumes can lead to positive impacts; however, things like gaps in work history can raise 'red flags' with recruiters, and possibly even negative impressions. Similarly, SNSs can lead to negative recruiter impressions if the candidate has made angry or 'nasty' posts. Applicants are well-advised to 'clean up' their SNSs to lead to positive impressions. EXERCISES 1. Prepare your own personal résumé using the guidelines and references presented in this chapter. Exchange your résumé with one of your classmates. Critique each other’s document in terms of organization, clarity of information, style, and presentation. Write a short paragraph describing the impressions you formed from reading your classmate’s résumé. Answer: Résumés will vary according to students’ backgrounds. However, they all should be accompanied by a cover letter and include the applicant’s contact information, education and training, employment history, and the names and contact information of references. They should be easy to read and well organized, and they should highlight key information. When examining each other’s résumés, students should refer to Recruitment and Selection Today 7.2. • "After exchanging resumes with my classmate, I found their document to be well-organized and easy to read. The information was presented clearly, with relevant sections such as education, work experience, and skills highlighted effectively. Their writing style was professional and concise, making it easy to understand their qualifications and experiences. The presentation was clean and visually appealing, with consistent formatting throughout. Overall, I was impressed by the professionalism and clarity of my classmate's resume, which effectively showcased their strengths and qualifications." Certainly! Here is a step-by-step guide for preparing and exchanging résumés, as well as how to critique them and write a short paragraph on your impressions. Step-by-Step Guide Step 1: Prepare Your Résumé Use the guidelines and references provided in your chapter to create a polished résumé. Here's a summary of what to include: 1. Contact Information: ● Full name ● Address ● Phone number ● Email address ● LinkedIn profile (if applicable) 2. Professional Summary: ● A brief statement that highlights your key skills, experience, and career objectives. 3. Education: ● List your educational background, including degrees, institutions, and graduation dates. 4. Work Experience: ● Include your job titles, company names, locations, dates of employment, and key responsibilities/achievements for each position. 5. Skills: ● Highlight relevant skills that match the job you are targeting. This can include technical skills, soft skills, and certifications. 6. Additional Sections: ● Consider adding sections like "Volunteer Experience," "Certifications," "Languages," or "Projects" if they are relevant to your career. 7. Formatting: ● Ensure the résumé is well-organized, with clear headings, bullet points, and consistent formatting. Step 2: Exchange Résumés Pair up with a classmate and exchange your résumés. Take the time to thoroughly review your classmate's document. Step 3: Critique Each Other’s Résumés When critiquing your classmate’s résumé, focus on the following aspects: 1. Organization: ● Is the résumé logically structured? ● Are the sections clearly defined and easy to navigate? 2. Clarity of Information: ● Is the information presented clearly and concisely? ● Are there any ambiguous or unclear statements? 3. Style: ● Is the writing style professional and appropriate for the intended audience? ● Is the tone consistent throughout the document? 4. Presentation: ● Is the résumé visually appealing? ● Are fonts, bullet points, and formatting choices consistent and professional? Step 4: Write a Short Paragraph After reviewing your classmate’s résumé, write a short paragraph describing your impressions. Here’s an example structure for your paragraph: 1. Overall Impression: ● Provide a brief overview of your initial thoughts. 2. Strengths: ● Highlight the key strengths of the résumé. 3. Areas for Improvement: ● Mention any areas that could be enhanced. 4. Conclusion: ● Sum up your overall impression and offer any final thoughts or recommendations. Example Critique Paragraph Example Paragraph: "I found [Classmate's Name]’s résumé to be well-organized and easy to read. The professional summary is concise and effectively highlights key skills and career goals. The work experience section is detailed, with clear descriptions of responsibilities and achievements that demonstrate a strong professional background. One area for improvement could be the skills section, which could benefit from more specific technical skills relevant to the desired job. Overall, the résumé is polished and presents [Classmate's Name] as a capable and experienced candidate, ready for the next career step." Summary By following this guide, you can create a professional résumé, exchange it with a classmate, provide constructive feedback, and gain insights into improving your own résumé based on your classmate’s critique. This exercise will help you develop critical résumé-writing and reviewing skills essential for your career development. 2. Develop a set of questions based on the security dispatcher’s job description that can be used to screen applicants for that position. Answer: • What is your highest level of education? • What are your certifications (e.g., CPR)? • Why did you leave your last job? • Do you have any experience as a security dispatcher or a related job? • Do you prefer to work with others or by yourself? • Are you punctual? • Do you foresee any issues in your personal life that might get in the way of doing shift work? 1. Can you describe your experience with dispatching procedures and systems, particularly in a security context? 2. How do you prioritize incoming calls and incidents in a fast-paced environment? 3. Have you ever had to handle emergency situations over the phone? If so, can you provide an example and explain how you managed it? 4. What measures do you take to ensure accurate and timely communication with security personnel in the field? 5. How do you handle situations where multiple security incidents require simultaneous attention? 6. Can you discuss your familiarity with security protocols and regulations relevant to our organization or industry? 7. How do you verify the identity and credentials of individuals requesting security assistance or information? 8. Describe a time when you had to coordinate with law enforcement or emergency services. How did you facilitate communication and collaboration? 9. What strategies do you employ to remain calm and composed under pressure? 10. Have you ever encountered a technical issue with dispatching equipment or software? How did you troubleshoot and resolve it? These questions aim to assess the applicant's experience, skills, and approach to handling various aspects of the security dispatcher role, including communication, problem-solving, and adherence to protocols. 3. Suppose that you are managing a Swiss Chalet franchise and must recruit table servers for your store. List in priority the three things you would be most inclined to screen for, how you would do the screening, and provide a rationale for each. Answer: Student answers may vary, but here are some examples: 1. Previous experience. This can be screened in the résumé. Previous experience serving tables would potentially reduce the amount of training required for the new hire. This would reserve the time of more experienced servers for their duties. 2. Work knowledge. This could be screened in a résumé or in an unstructured screening interview. Knowledge of important restaurant terms and policies could potentially reduce training time. 3. Time management. This could be screened by contacting a reference or in an unstructured screening interview. Effective servers manage their time between their tables effectively. This would have the effect of increased tips and incentive, thereby possibly increasing engagement. When recruiting table servers for a Swiss Chalet franchise, here are three key factors I would prioritize screening for, along with the screening methods and rationales: 1. Customer Service Skills ● Screening Method: Conducting behavioral interviews or role-playing scenarios where candidates demonstrate how they would handle various customer interactions and inquiries. ● Rationale: Customer service is paramount in the restaurant industry, and table servers are the frontline representatives of the establishment. Exceptional customer service skills ensure guest satisfaction, repeat business, and positive reviews. 2. Ability to Multitask and Prioritize ● Screening Method: Pose situational questions or administer assessment tests that gauge the candidate's ability to manage multiple tasks simultaneously and prioritize effectively. ● Rationale: In a busy restaurant environment, table servers must juggle various responsibilities such as taking orders, delivering food promptly, refilling drinks, and addressing customer requests. Those who can efficiently multitask and prioritize will contribute to smoother operations and enhanced guest experiences. 3. Teamwork and Communication ● Screening Method: Conduct group interviews or team-based activities to observe how candidates interact with others, communicate effectively, and collaborate as part of a team. ● Rationale: Collaboration and communication among restaurant staff are crucial for ensuring seamless service delivery. Table servers need to work cohesively with kitchen staff, fellow servers, and management to ensure orders are accurate and timely, and any issues are addressed promptly. By prioritizing these three factors and employing appropriate screening methods, I can identify candidates who possess the essential qualities and skills needed to excel as table servers in a Swiss Chalet franchise. 4. In reference to Exercise 3 above, develop a set of three questions that could be useful in your background reference checks on applicants for the Swiss Chalet table server position and explain their use. Answer: 1. Can you tell me how long the candidate worked for your restaurant as a server? 2. In your experience, how familiar was the candidate with your restaurant’s menu and product offerings? 3. How effectively did the candidate manage his or her time during service at your restaurant, in your experience? When conducting background reference checks on applicants for the Swiss Chalet table server position, the following set of questions can be useful: 1. Can you provide examples of the candidate's approach to handling customer inquiries and resolving complaints? ● Use: This question helps validate the candidate's claims regarding their customer service skills. By speaking with previous employers or colleagues, you can gain insights into how the candidate interacts with customers, addresses their concerns, and ensures satisfaction. 2. How did the candidate manage high-pressure situations and prioritize tasks in a fast-paced restaurant environment? ● Use: This question assesses the candidate's ability to multitask and remain composed under pressure, which are critical skills for table servers. Previous employers can provide examples of how the candidate performed during busy shifts, handled rush hours, and managed competing demands. 3. Describe the candidate's teamwork and communication skills, particularly in collaborating with other staff members to ensure smooth service delivery. ● Use: This question helps evaluate the candidate's capacity for teamwork and effective communication, both of which are essential for success as a table server. Feedback from previous supervisors or coworkers can shed light on the candidate's ability to work cooperatively with colleagues, convey information clearly, and contribute to a positive team dynamic. By asking these questions during background reference checks, you can gather valuable insights into the candidate's past performance, behaviors, and interpersonal skills, helping you make informed hiring decisions for the table server position at Swiss Chalet. 5. Think of the key activities of a job that you have held (part time or full time). From these key activities, list biodata items that could be helpful in predicting success in this job. A brief rationale should accompany each item. Develop a one-page biodata questionnaire by phrasing each item in question format. Answer: Answers will vary according to student experience, but they should reference their answers to information found in Recruitment and Selection Today 7.1. Sample questions include: 1. What was your GPA in university? This can serve as an indirect measure of cognitive ability, which predicts performance across most jobs. 2. Did you hold a job while attending high school? An answer in the affirmative may serve as an indirect measure of conscientiousness, which predicts performance across most jobs. 1. Handling Customer Inquiries: ● Biodata Item: How many years of experience do you have in customer service roles? ● Rationale: Experience in customer service indicates familiarity with handling inquiries, resolving issues, and providing satisfactory solutions, which are crucial for success in the role. 2. Operating Point of Sale (POS) Systems: ● Biodata Item: Have you received any formal training in operating POS systems? If yes, please specify. ● Rationale: Proficiency in POS systems demonstrates the candidate's technical skills and ability to navigate technology, which is essential for processing transactions accurately and efficiently. 3. Upselling and Cross-Selling Products: ● Biodata Item: Have you ever received recognition or awards for meeting or exceeding sales targets? If yes, please describe. ● Rationale: Recognition for achieving sales targets suggests the candidate's ability to upsell and cross-sell products effectively, increasing revenue and enhancing the customer experience. 4. Resolving Customer Complaints: ● Biodata Item: Can you provide an example of a challenging customer complaint you successfully resolved? Please describe the situation and your approach. ● Rationale: This item assesses the candidate's problem-solving skills, patience, and ability to de-escalate tense situations, which are vital for maintaining customer satisfaction and loyalty. 5. Team Collaboration: ● Biodata Item: Have you ever participated in team-based projects or initiatives in a previous role? If yes, please provide details. ● Rationale: Collaboration with colleagues fosters a positive work environment and ensures smooth operations. Experience in teamwork indicates the candidate's ability to communicate, cooperate, and contribute to collective goals. By incorporating these biodata items into a questionnaire, employers can assess candidates' relevant experiences, skills, and behaviors to predict their potential success as customer service representatives in a retail setting. 6. With respect to the vignette that opens this chapter, Glen, the HR director, recommended several interventions concerning recruitment, screening, selection, and retention. Drawing on your reading of the current chapter, recommend specific procedures/tools likely to be effective in these areas and argue your case. In forming your recommendations, be sure to consider the different jobs involved (i.e., store manager versus salespeople), the implications of LHI’s growth, and the degree to which various decisions should be made at the store level and at the company level. Answer: • WABs (for salespeople at the company level): Appropriate because there will be a relatively large number of applicants for a single position. Growth can be managed at the company level. • Biodata (for managers at the store level): Biodata can accurately predict supervisory effectiveness. More effective managers lead to higher levels of employee job satisfaction than less effective ones, which could translate into higher levels of sales at the individual level. • Résumés (screened online at the company level for both salespeople and managers): These should be filtered by ATSs before being submitted to recruiters. CASE STUDY In Search of a Communications Director at ABC Glass 1. Should background checks be mandatory for all jobs or only for certain jobs? Explain your reasoning. Answer: Background checks are useful screening tools, and research has shown that employers are at risk for negligent hiring if they do not conduct them. However, there are aspects of background checks that are not empirically well established, such as credit checks. In fact, there may be some evidence that credit checks may adversely impact minority groups. As such it is wise only to do background checks when they directly relate to a bona fide occupational requirement (BFOR). 2. Describe a procedure that could be used for doing background checks in a tight labour market. Answer: In this case, there are likely to be a lot of applicants and a relatively low selection ratio. Background checks should only be conducted on candidates who have been screened out by information from BIBS, résumés, and reference checks. Here's a procedure that could be used for conducting background checks in such circumstances: 1. Preliminary Screening: ● Before initiating formal background checks, conduct thorough initial screenings of candidates based on resumes, cover letters, and initial interviews. Look for relevant qualifications, experiences, and skills that align with the job requirements and organizational needs. 2. Identify Critical Information: ● Determine the essential information required for the background checks based on the nature of the job, industry regulations, and organizational policies. Focus on verifying qualifications, employment history, criminal records (if applicable), and professional licenses or certifications. 3. Utilize Efficient Screening Tools: ● Invest in efficient background screening tools and services that offer quick turnaround times without compromising accuracy and reliability. Consider using online databases, third-party verification services, and automated background check platforms to expedite the process. 4. Prioritize Key Checks: ● Given the tight labor market, prioritize critical background checks that directly impact job suitability and safety. For instance, prioritize verifying employment history, educational credentials, and any relevant licenses or certifications required for the position. 5. Leverage Technology for Communication: ● Utilize technology-enabled communication channels, such as email or online portals, to request and exchange information with candidates and third-party verification agencies. Ensure clear and prompt communication to expedite the process and maintain candidate engagement. 6. Establish Clear Policies and Procedures: ● Develop clear policies and procedures outlining the background check process, including consent forms, confidentiality agreements, and timelines. Communicate these policies to candidates transparently to set expectations and facilitate compliance. 7. Streamline Review and Decision-Making: ● Designate a dedicated team or individual responsible for reviewing background check results promptly. Establish clear criteria for evaluating findings and making informed hiring decisions swiftly to avoid losing candidates to competitors. 8. Maintain Compliance: ● Ensure compliance with relevant laws and regulations governing background checks, such as the Fair Credit Reporting Act (FCRA) in the United States. Stay updated on legal requirements and seek legal guidance if needed to mitigate risks associated with non-compliance. By following this procedure, organizations can conduct efficient background checks in a tight labor market while ensuring thoroughness, compliance, and candidate satisfaction. This approach helps expedite the hiring process, minimize delays, and secure top talent amidst fierce competition. 3. Should background checks be made before a candidate receives a job offer? If so, how do you avoid obtaining information that may be used to discriminate against the candidate (see Table 3.1)? Answer: There is good reason for employers to conduct background checks on job candidates, especially those who might be given offers. However, in some Canadian jurisdictions, employers are barred from asking about criminal records of candidates until after screening takes place (see Table 3.1 in the textbook). Employers could obtain information about possible past incarcerations by asking the candidates about employment gaps found in their résumés. If the candidate chooses not to disclose a criminal record at this stage, because the applicant engaged in deception, the employer is largely protected from negligent hiring claims. Conducting background checks before extending a job offer is a common practice and can be beneficial for several reasons: 1. Ensuring Candidate Suitability: Background checks help verify the accuracy of the information provided by candidates during the application process, ensuring they possess the qualifications, experiences, and credentials necessary for the job. 2. Mitigating Risks: Background checks help mitigate risks associated with hiring individuals who may pose a threat to workplace safety, security, or reputation. They can reveal criminal records, fraudulent claims, or past behaviors that may be incompatible with the job or organizational values. 3. Protecting Organizational Interests: By conducting background checks early in the hiring process, organizations can protect their interests and reputation by identifying any potential red flags or discrepancies before making a hiring decision. To avoid obtaining information that may be used to discriminate against candidates, organizations should adhere to legal and ethical guidelines and adopt the following strategies: 1. Focus on Job-Related Criteria: Limit background checks to information directly relevant to the job requirements, such as qualifications, experiences, skills, and criminal records (if permissible by law). Avoid collecting extraneous or irrelevant information that could lead to discrimination. 2. Standardize Procedures: Establish standardized procedures and criteria for conducting background checks to ensure consistency and fairness across all candidates. Treat all applicants uniformly and avoid singling out individuals based on protected characteristics such as race, gender, age, religion, or disability. 3. Obtain Informed Consent: Obtain informed consent from candidates before conducting background checks, clearly explaining the purpose, scope, and implications of the checks. Allow candidates the opportunity to review and dispute any inaccuracies or discrepancies that may arise during the process. 4. Use Certified Background Check Providers: Partner with reputable and certified background check providers who adhere to legal requirements, privacy standards, and industry best practices. Ensure that the provider complies with relevant laws, such as the Fair Credit Reporting Act (FCRA) in the United States. 5. Protect Candidate Privacy: Safeguard candidate privacy and confidentiality throughout the background check process. Limit access to sensitive information to authorized personnel only and ensure compliance with data protection regulations, such as the General Data Protection Regulation (GDPR) in the European Union. By implementing these measures, organizations can conduct background checks before extending job offers while minimizing the risk of obtaining discriminatory information and ensuring fairness, transparency, and compliance with legal and ethical standards. 4. How can the Internet be used to do background checks and to speed up the process? Are there any risks in this process? Answer: The Internet can be used in a number of ways to do background checks and speed up the process. For example, for a fee, HR practitioners can outsource background checks to online companies. They may also wish to review the social media postings of the job applicants to ensure that employee values do not contravene organizational ones. Be sure to use the “how-to-guide for employers” when completing these checks (http://www.firstreference.com/guides/RefCheck-sample.pdf). There are risks associated with doing Internet searches on employees, especially in terms of applicants’ right to privacy. However, if the check is non-invasive, it is usually legally defensible. 5. Explain why background checks may be an invasion of a job applicant’s right to privacy. Answer: If criminal background is a protected ground in a particular jurisdiction, then asking about it pre-hire is a violation of privacy because it is a prohibited ground. Such questions also make people uncomfortable and could lead to complaints, so be sure to check the above-referenced guide for employers. 6. If you discover that a job applicant has a criminal record, can you disqualify the candidate solely on that ground and without fear of violating the candidate’s human rights? Answer: Yes, you are inclined to disqualify candidates for having a criminal background in some jurisdictions in Canada (but not in all provinces; see Table 3.1 in the textbook). However, if the candidate has a pardon, you are not necessarily inclined to disqualify him or her from further consideration. HR practitioners should also ensure that the conviction contravenes performance in terms of BFORs; if not, there is less of an inclination to bar the candidate. 7. What is the value of a degree from a prestigious university on a résumé? Would such a degree influence your hiring decision if everything else were equal among candidates? Should it? Why or why not? Answer: It is typically difficult to gain entry to prestigious schools, so the perception is that students who have been accepted will typically have higher GPAs than students in middle- or lower-tier schools. However, research shows that this is usually not the case. As an HR practitioner, you may still wish to consider degrees from highly ranked institutions because doing well in a top-tier school may indicate high levels of conscientiousness and motivation on the part of the candidate. The value of a degree from a prestigious university on a resume can vary depending on the context and the specific requirements of the job. Here are some considerations: 1. Perceived Prestige: Degrees from prestigious universities often carry a perception of excellence, academic rigor, and high standards. Employers may view candidates with such degrees as having received a top-quality education and possessing strong academic credentials. 2. Network and Alumni Connections: Prestigious universities often have extensive alumni networks and connections with leading organizations. Candidates with degrees from these institutions may benefit from access to valuable networking opportunities, mentorship, and professional connections. 3. Brand Recognition: The reputation and brand recognition of a prestigious university can enhance the credibility and perceived value of a candidate's qualifications. Employers may be more inclined to give greater weight to candidates with degrees from well-known and respected institutions. 4. Competitive Advantage: In competitive job markets, having a degree from a prestigious university can give candidates a competitive advantage by distinguishing them from other applicants and signaling their academic achievement and potential. However, it's important to consider whether the prestige of the university directly correlates with the specific skills, knowledge, and abilities required for the job. Here are some factors to consider when evaluating the influence of a prestigious degree on hiring decisions: 1. Relevance to the Job: While a prestigious degree may demonstrate academic excellence, employers should prioritize candidates whose qualifications align closely with the requirements of the job. If the degree is not directly relevant to the role or industry, its influence on the hiring decision may be limited. 2. Holistic Evaluation: Hiring decisions should be based on a holistic assessment of candidates' qualifications, experiences, skills, and potential fit with the organization's culture and values. A prestigious degree should be just one factor among many considered during the evaluation process. 3. Equal Opportunity: Employers should strive to maintain fairness and equal opportunity in their hiring practices, avoiding undue bias or preference based solely on the prestige of a candidate's educational background. All candidates should be evaluated on their merits and qualifications, regardless of the institution they attended. In summary, while a degree from a prestigious university can add value to a resume and may influence hiring decisions to some extent, it should not be the sole or primary determinant of a candidate's suitability for a job. Employers should prioritize relevant qualifications, skills, and experiences when making hiring decisions, ensuring fairness, transparency, and equal opportunity for all candidates. 8. What should you do if you discover someone has fudged her application form information or résumé or lied during the screening interview? Does it matter how big the lie is? Explain and argue your case. Answer: The candidate should first be given an opportunity to address the concerns about her perceived deception in her application materials. If the deception is verified after speaking with the candidate, no matter how large the deception, you are inclined to screen the candidate out of the selection process. This is because, if we are to assume that past behaviours predict future ones, the candidate could engage in deception on the job, at least based upon her past deception during the interview process (or other counterproductive work behaviours). CHAPTER 8 Selection II: Testing and Other Assessments SUGGESTED ANSWERS TO DISCUSSION QUESTIONS, EXERCISES, AND CASE STUDY DISCUSSION QUESTIONS 1. Why must anyone working in the area of HR be familiar with the professional and legal standards that govern the use of employment tests? Answer: People working in human resources must be familiar with these standards because, as HR professionals, they will be responsible for improving the life of their organization or contributing to corporate business functions by implementing HR practices that lead to high performance. 2. What are the limitations of cognitive ability testing? Do these limitations outweigh the advantages of selecting employees based on cognitive ability? Answer: Cognitive abilities are related to intelligence or intellectual ability. More recently, there has been a move away from assessing many individual, specific abilities to a more general cognitive ability assessment. General cognitive ability is thought to be the primary ability among those abilities that make up intellectual capacity. Limitations of this type of testing include giving serious consideration to adopting a measure of general cognitive ability as part of a selection program. These measures can have disparate impact on various ethnic groups, with differences that are three to five times larger than other predictors. 3. What is the Big Five model of personality and what is its relationship to employment testing? Answer: More recent studies on personality tests, which led to the change in views on the usefulness of such tests in selection, have been heavily influenced by the argument that the Big Five dimensions of conscientiousness, emotional stability, openness to experience, agreeableness, and extroversion could each predict at least one aspect of job performance with some degree of accuracy. Personality measures do predict job performance, but not as strongly as cognitive ability. The best use of a personality measurement may be as a supplement to cognitive ability testing. 4. If you planned to use a personality test as part of a selection program, what characteristics should the test have? Answer: The personality measure must have acceptable psychometric properties for its intended use and must report scores for the Big Five dimensions. When considering the use of a personality test as part of a selection program, it's essential to ensure that the test possesses certain characteristics to be effective and reliable. Here are key characteristics that the test should have: 1. Validity: The personality test should demonstrate validity, meaning it accurately measures the traits or constructs it claims to assess. Validity can be established through empirical research and validation studies correlating test scores with job performance or other relevant criteria. 2. Reliability: The test should be reliable, producing consistent results over time and across different administrations. Reliability ensures that the test accurately reflects an individual's stable personality traits rather than temporary fluctuations. 3. Standardization: The test should be standardized, meaning it is administered and scored consistently for all candidates. Standardization ensures fairness and comparability of scores across individuals and eliminates bias introduced by variations in administration or scoring. 4. Norms and Benchmarking: The test should have established norms and benchmarks based on a representative sample of the population. Norms provide a frame of reference for interpreting individual scores relative to the broader population, facilitating meaningful comparisons and decision-making. 5. Comprehensive Coverage: The test should assess a broad range of personality traits relevant to job performance and organizational fit. It should capture key dimensions of personality, such as the Big Five traits (Openness, Conscientiousness, Extraversion, Agreeableness, Neuroticism), as well as other relevant constructs depending on the job requirements. 6. Adaptability: The test should be adaptable to different roles, industries, and organizational contexts. It should allow customization to prioritize traits and dimensions most relevant to specific job roles and organizational cultures. 7. Clear Interpretation: The test should provide clear and interpretable results that facilitate decision-making in the selection process. It should offer insights into candidates' strengths, weaknesses, and suitability for the job, helping hiring managers make informed decisions. 8. Ethical Considerations: The test should adhere to ethical principles, including fairness, transparency, confidentiality, and non-discrimination. It should not violate candidates' privacy or discriminate against individuals based on protected characteristics such as race, gender, age, or disability. 9. User-Friendly Interface: The test should have a user-friendly interface for both administrators and candidates, making it easy to administer, complete, and interpret the results. Clear instructions and intuitive design enhance the user experience and minimize errors. By ensuring that the personality test possesses these characteristics, organizations can leverage it effectively as part of their selection program to assess candidates' personality traits, predict job performance, and make informed hiring decisions. 5. Why is honesty or integrity testing controversial? When and how should these tests be used? Answer: Honesty and integrity are personality traits that can be measured. The polygraph test is based on the assumption that measurable, physiological changes occur when people lie, and that no matter how hard they try to control their responses, changes take place in heart rate, breathing, blood pressure, and so on. In Canada, Ontario has prohibited the use of mandatory polygraph tests under its Employment Standards Act. Polygraph testing has no place in any selection program. Honesty or integrity tests are self-report inventories designed to assess employee honesty and reliability. Covert tests are subtests or scales that are included with a general personality inventory. Overt honesty tests ask very direct questions about the individual’s attitude toward theft and other forms of dishonesty, as well as the person’s prior involvement in theft or other illegal activities. 6. Is an employer free to test for physical fitness or drug use before making a job offer? Explain your answer. Answer: Fitness testing or physical or medical examinations should be administered only after the applicant has been given an offer of employment, which is made conditional on the applicant’s passing the test or exam. The physical or medical exam is generally the last step in the selection process. The employer must demonstrate that the health or fitness requirement is related to carrying out the job in question safely, reliably, and efficiently. Applicable jobs could include police officer, firefighter, or pilot. Physical fitness tests and drug testing could be part of the screening process for these types of positions. 7. What is an assessment centre? Answer: An assessment centre is a standardized procedure that involves the use of multiple measurement techniques to evaluate candidates for selection, classification, and promotion. An assessment centre is a comprehensive evaluation process used by organizations to assess the suitability of candidates for specific roles, particularly for managerial or high-stakes positions. It involves a series of standardized exercises and tests designed to simulate the job environment and measure a variety of job-related competencies. 8. What is more important: the reliability and validity of a test or the applicant’s perception of the test? Answer: Tests must be constructed and used in accordance with accepted professional standards and must meet any legal requirements that govern their use. Utility analysis is a method that can be used to evaluate the performance of different selection systems by comparing the net gains that accrue to the organization through their use. Therefore, reliability, validity, and applicant perception are all important, for the above reasons. EXERCISES 1. Consult the government agency responsible for monitoring the use of selection tests, including physical fitness and drug testing, in your locality. This may be a human rights agency or other government body. Determine whether that agency has a policy on the use of selection tests. Compare that policy with the principles and standards identified in this chapter. Answer: At the federal level, students may wish to refer to the Public Service Commission of Canada website, at https://www.canada.ca/en/public-service-commission.html. Students can also refer to Recruitment and Selection Notebook 8.1 when comparing these policies with those presented in Chapter 8. For the most part, PSC testing complies with the principles and standards identified in the chapter. To effectively complete this exercise, you would need to consult the specific government agency responsible for monitoring the use of selection tests in your locality. This agency could vary depending on your country or region. In the United States, for example, the Equal Employment Opportunity Commission (EEOC) oversees employment-related discrimination issues, including the use of selection tests. To determine whether the agency has a policy on the use of selection tests, you could visit their official website or contact them directly to inquire about any guidelines, regulations, or recommendations they have regarding the use of selection tests, including physical fitness and drug testing, in the workplace. Once you have obtained the agency's policy, you can compare it with the principles and standards identified in your textbook or chapter. Look for similarities, differences, areas of alignment, and areas where the agency's policy may diverge from the principles and standards outlined in your textbook. Consider factors such as fairness, validity, reliability, non-discrimination, privacy protections, and adherence to relevant laws and regulations. By conducting this comparison, you can gain insights into how the agency's policy aligns with best practices and ethical standards in the use of selection tests, as well as identify any areas where improvements or adjustments may be needed to ensure fair and equitable employment practices. 2. Survey 10 companies or organizations in your community to determine whether they use selection tests as part of their hiring procedures. List the tests that are used. Did any organization report using honesty, fitness, or drug tests? If the company did not use any type of testing, report the procedures it used and its reasons, if any, for not using selection tests. Answer: If any of the identified organizations used integrity, fitness, or drug tests (e.g., hospitals), ask students if they were strictly tied to BFORs, as required by law. If the companies did not use any tests, common reasons include the following: testing is too expensive; companies are too small for that kind of thing; managers do not believe in the science of the tests; managers believe in their own abilities in hiring as much as testing. To survey companies in your community: 1. Identify Target Companies: Compile a list of companies or organizations in your community across various industries and sectors. This could include retail stores, restaurants, healthcare facilities, tech companies, manufacturing plants, etc. 2. Contact Information: Gather contact information for each company, including phone numbers, email addresses, or physical addresses. 3. Develop Survey Questions: Create a brief survey questionnaire to inquire about their hiring procedures, specifically focusing on the use of selection tests. Include questions about the types of tests used, if any, and their reasons for using or not using such tests. 4. Conduct the Survey: Reach out to each company via phone, email, or in-person visits, and request to speak with someone in their human resources department or hiring team. Introduce yourself and explain the purpose of your survey, then ask if they would be willing to participate. 5. Record Responses: Document the responses from each company, including whether they use selection tests, the types of tests used, and any additional information provided regarding their hiring procedures. 6. Analyze Findings: Review the responses collected from the survey to identify trends, patterns, and commonalities among the companies surveyed. Pay particular attention to whether any organization reported using honesty, fitness, or drug tests, as well as reasons provided by companies that do not use selection tests. 7. Summarize Results: Compile a summary report of your findings, including the types of selection tests used by companies, any use of honesty, fitness, or drug tests, and reasons provided by organizations that do not utilize selection tests in their hiring procedures. Remember to approach companies professionally and respectfully during the survey process, and to accurately record and report their responses in your summary report. 3. Recruitment and Selection Today 8.2 presented a sample item from a situational judgment test for use in hiring a manager. We intentionally did not indicate which of the responses was the best course of action. Assume that you and some of your classmates are a group of subject-matter experts who have been brought together to develop the responses to items on an SJT, including the best option. In conjunction with your other SMEs, identify which of the four options a manager should do in the Recruitment and Selection Today 8.2 example. What do you think a manager would do in that situation? What do you think would be the worst thing for the manager to do in the situation? Answer: From a performance management perspective, option D is the preferred course of action. This would minimize potential legal reprisal from Jane and could set out a plan for improved performance in a relatively short period of time. Option B could be the least preferred course of action chiefly because of Jane’s potential reaction. She could react negatively, even angrily, which could worsen the situation between herself and her team. She may be resentful that the team went to the supervisor first before speaking with her. She may even consider legal action against the organization for undue stress, poisoned work environment, or other reasons. To determine the best course of action for the situational judgment test (SJT) item presented in Recruitment and Selection Today 8.2, the group of subject-matter experts (SMEs) should consider the specific context, goals, and priorities of the managerial role in question. Let's review the scenario presented in the sample item: Scenario: "You are the manager of a customer service team. One of your team members, Jane, has consistently been arriving late to work for the past two weeks. This behavior is impacting team morale and productivity. What should you do?" The four options presented in the SJT might include: 1. Speak with Jane privately to discuss the issue and explore possible solutions. 2. Ignore Jane's lateness as long as she continues to perform her job well. 3. Confront Jane publicly in front of the team to address the issue. 4. Report Jane's lateness to upper management immediately. Based on the principles of effective management and employee relations, the SMEs might agree that Option 1, speaking with Jane privately to discuss the issue and explore possible solutions, would be the best course of action for the manager in this situation. Reasoning: ● Option 1 demonstrates proactive communication and conflict resolution skills, allowing the manager to address the issue directly with Jane in a supportive and constructive manner. ● By discussing the issue privately, the manager can understand the underlying reasons for Jane's lateness and work collaboratively with her to find solutions that address the problem while maintaining team morale and productivity. Conversely, Option 3, confronting Jane publicly in front of the team, would likely be considered the worst course of action for the manager in this situation. Reasoning: ● Confronting Jane publicly can embarrass and demoralize her, damaging trust and morale within the team. ● Publicly addressing the issue may escalate tensions and create a negative work environment, ultimately exacerbating rather than resolving the problem. In summary, effective management in this scenario involves addressing Jane's lateness privately and collaboratively to find solutions that support both her and the team's success, while avoiding actions that could escalate conflict or undermine team cohesion. 4. Design an assessment centre that could be used to select teachers. Describe the rationale for selecting the various procedures that would be included in the centre. Could your centre be replaced by a cognitive ability test and a personality measure? Answer: An assessment centre for teachers should be developed to assess the multiple performance dimensions associated with high-performance teaching behaviours. The process would take place over 1–3 days and involve 6–12 candidates at a time, as described in the textbook. Research has now identified the six performance dimensions most commonly assessed across ACs: consideration or awareness of others, communication, drive, influencing others, organizing and planning, and problem solving. Dimension predictive validities range from 0.25 to 0.39. These could be used as effective dimensions for selecting a teacher. Because ACs have higher predictive validity for professional jobs than either cognitive ability tests or personality inventories on their own, they may be easily replaced. However, ACs are quite expensive compared with IQ and personality testing, and they involve many more resources. Companies may decide to use a combination of IQ and personality tests in the place of ACs for cost considerations alone. 5. Your workplace, by the nature of the work performed there, has a high level of airborne dust particles. You are concerned about hiring people with environmental sensitivities. Assume that there is an accurate genetic screening device to identify people who might be susceptible to the dust particles. Under what circumstances should you institute the test as part of your hiring procedures? Should it be voluntary or mandatory? How would you implement the test? Who would have access to the results? What would you tell applicants who tested positive? Answer: These genetic tests could be used as a pre-employment test to reduce the risk of hiring someone likely to develop heredity-based adverse reactions to workplace toxins. In Canada, under Bill S-201, it is illegal to require genetic testing of employees. As such, all genetic testing should be voluntary and should not be used to screen out at-risk candidates. Anyone who tests positive should be informed of their condition and should be told that the organization will assist in identifying potential preventions and treatments of ailments related to dust particles. 6. Recruitment and Selection Notebook 8.3 identified a number of tests for cognitive ability, personality, integrity, and so on. We also identified several Internet resources that could be used to obtain more information about a particular test. There are many more resources available on the Web from which you could obtain this information. All you need to do is enter the name of the test into your favourite search engine to find them. In the course of this chapter, we identified two measures of emotional intelligence: the MSCEIT and the Bar-On EQ-i measure. Choose either one of the two emotional intelligence measures and one of the personality tests from Recruitment and Selection Notebook 8.3 and answer the following questions: a. What is the reliability and validity of your two measures? b. What is known about the use of your two measures in making employment decisions? c. Have the tests ever been the focus of legal proceedings? d. Are the tests defensible with respect to human rights issues? Answer: a. MSCEIT: Reliabilities of subscales range from 0.70 to 0.91. In terms of convergent validity, MSCEIT scores correlate with other measures of EQ at about 0.70. Source: Roberts, R.D., R. Schulze, K. O'brien, C. MacCann, J. Reid, and A. Maul. 2006. “Exploring the Validity of the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) with Established Emotions Measures.” Emotion 6(4): 663–9. b. NEO-PI-R: Reliabilities range from 0.76 to 0.89. Convergent validities range from 0.32 to 0.66. Source: Costa, P.T., and R.R. McCrae. 2008. “The Revised Neo Personality Inventory (neo-pi-r).” In by G. Boyle, G. Matthews, and D. Saklofske, eds. The SAGE Handbook of Personality Theory and Assessment. Vol. 2 (pp. 179–198). The evidence in support of EQ tests as predictive of performance is mixed. The evidence in favour of personality testing is stronger, with predictive validities as high as 0.60 for conscientiousness. c. Yes, they have, in a variety of jurisdictions (students are encouraged to find examples of these proceedings online and present them to the class). d. They are defensible, with personality tests arguably having more support than EQ tests. Some applicants consider them invasive of their right to privacy. Any of these tests should be consistent with identified BFORs and used with care. Let's choose the Bar-On EQ-i measure for emotional intelligence and the NEO Personality Inventory for personality testing. a. Reliability and Validity: ● The Bar-On EQ-i measure has demonstrated good reliability and validity in various studies. Internal consistency reliability coefficients for the EQ-i range from 0.70 to 0.90, indicating a high level of consistency in measuring emotional intelligence. ● The NEO Personality Inventory has also shown strong reliability and validity. It has high internal consistency reliability coefficients, ranging from 0.86 to 0.92 for its five main personality dimensions (Neuroticism, Extraversion, Openness, Agreeableness, Conscientiousness). b. Use in Employment Decisions: ● Both the Bar-On EQ-i measure and the NEO Personality Inventory are commonly used in employment settings for selection, development, and career planning purposes. ● Employers often use these measures to assess candidates' emotional intelligence, personality traits, and suitability for specific roles or organizational cultures. c. Legal Proceedings: ● While I couldn't find specific instances of legal proceedings related to the Bar-On EQ-i measure, it's essential for employers to ensure that its use complies with relevant laws and regulations, including those related to employment discrimination and privacy rights. ● Similarly, the NEO Personality Inventory has not been the focus of significant legal proceedings. However, its use in employment decisions should adhere to legal guidelines and best practices to minimize the risk of legal challenges. d. Defensibility with Respect to Human Rights Issues: ● Both the Bar-On EQ-i measure and the NEO Personality Inventory have been criticized for potential biases and adverse impact on certain demographic groups. Employers must ensure that these tests do not discriminate against candidates based on protected characteristics such as race, gender, age, or disability. ● To maintain defensibility with respect to human rights issues, employers should use these tests in a fair, transparent, and non-discriminatory manner. They should also consider alternative assessment methods and provide accommodations for individuals with disabilities or other special needs. In summary, while the Bar-On EQ-i measure and the NEO Personality Inventory are widely used in employment settings and have demonstrated reliability and validity, employers must use them judiciously and in accordance with legal and ethical guidelines to ensure fairness, accuracy, and compliance with human rights principles. 7. Evaluate the two tests you chose in Exercise 6 against the criteria listed in Recruitment and Selection Notebook 8.2. If you were an HR manager and were asked to choose one of your two tests for use in selecting employees, which one would you recommend, and why? Answer: 1. Both tests should relate to outcomes of job analysis in terms of their predictive validity. 2. Personality tests are available from a variety of sources that provide good information about reliability and validity, especially in terms of their relationship to performance. 3. Many EQ tests are unclear in terms of exactly what they are testing, while personality tests provide more clear evidence in terms of criterion validity. 4. Technical documentation is readily available for both the MSCEIT and NEO-PI-R. 5. Personality tests tend to be more reliable and valid than EQ tests; EQ tests tend to have mixed results. 6. Applicants tend to have more positive reactions to EQ tests than to personality tests. Some personality tests are very long, leading to applicant fatigue. 7. Results for the NEO-PI-R and the MSCEIT can now be obtained without expert statistical support online. However, the use of trained statisticians may be advised, especially when it comes to explaining the results of sub-dimensions. 8. This will be determined by the nature of the job and organization. However, as mentioned above, personality tests tend to have higher validities than EQ tests, especially in terms of predictive validity for performance. The recommendation should be to use NEO-PI-R, due to its statistical support in terms of reliability and validity compared with the MSCEIT. CASE STUDY Applicant Testing at the RCMP 1. Did the RCMP do the right thing in revising its written examination and fitness test? Did the RCMP reduce the rigour of its entrance requirements? Base your response on what you have learned in this chapter. Answer: HR practitioners must pay close attention to the possibility of bias in selection tests and, when discovered, take swift action to reduce it. This action must be compliant with legal standards and informed by research. By taking action to reduce potential bias against Aboriginal people and women, the RCMP likely did the right thing. However, care must be taken to ensure that addressing the bias does not reduce the rigour of testing. Although years of research indicates that general mental ability (GMA) testing generates little bias for minority groups, the RCMP wanted to ensure that its tests did not result in adverse impact with respect to Aboriginal applicants. According to information from this chapter, instead of adapting the overall GMA test for all applicants, the RCMP may wish to use different tests, which have been shown to reduce bias against Aboriginal people (e.g., Raven’s Standard Progressive Matrices; SPM). It may also employ the use of personality tests, which have also been shown to reduce bias against minorities when used in conjunction with GMA tests. For women applicants, the RCMP wished to set the physical requirements to also avoid adverse impact, much as in the Meiorin decision discussed in Chapter 3. It appears to have established a selection system that is consistent with this decision. 2. It appears that the RCMP is trying to incorporate a “practical intelligence” component into its examinations. Is this appropriate? What type of “job knowledge” should be assessed of applicants? Answer: For some groups, practical intelligence tests can be appropriate measures of applicants’ ability to apply ideas in a real word context. For most jobs, these tests typically do not predict much more of the variability in performance than do GMA tests. Also, it is not clear if the RCMP’s practical intelligence test measured job knowledge. Practical intelligence tests may be appropriate for the RCMP, as they have been shown to have high validities with performance, particularly for high complexity jobs. 3. If physical ability is a job requirement for police officers, is it appropriate to have different standards for male and female applicants to the RCMP? Argue your point. Answer: As mentioned above, it is appropriate to have different standards for men and women, as long as physical requirements are an established bona fide occupational requirement (BFOR) and it can be demonstrated that one group consistently outperforms the other in physical tests. Further, the Employment Equity Act requires organizations to encourage the employment of women and other designated groups. The RCMP’s actions in this case appear to be consistent with the Meiorin decision. 4. Is the existing test fair and equitable for all candidates? Will the new procedures discriminate against white males? Answer: The existing test appears to have been biased against women and Aboriginal candidates and was therefore not equitable to all candidates. There is little reason to believe that correctly implemented, adjusted tests (see Question 1) would be biased against white males. For example, with respect to GMA testing, Aboriginal candidates have been shown to perform as well as white candidates on the SPM. However, there may be some concerns regarding the new practical intelligence measures, because they have been shown to demonstrate bias. 5. Design and describe a recruiting campaign to attract more women and visible-minority applicants to the RCMP. Answer: Any recruitment campaign should be designed in accordance with established best practices, as described in Chapter 6. You may wish to review Recruitment and Selection Notebook 6.1 when designing your recruitment plan for the RCMP. You should also review Table 6.1 to get an idea of the effectiveness of various recruitment methods that could be used to reach out to potential applicants of the RCMP. Think about making the prospect of a career in the RCMP attractive to women and Aboriginal people. Perhaps one of the reasons that interest has been low in both groups is the prevailing perception that the RCMP is predominantly made up of white males and that minority groups are underrepresented and even discouraged from applying. Recruitment campaigns that focus on the diversity of the RCMP, and on the benefits of such diversity, might be successful in this case. Recruitment and Selection Notebook 8.6 reviews the guidelines for balancing validity and diversity in selection practices. 6. Chapter 10 looks at another method that can be used to improve the number of minority applicants: banding. This procedure is also controversial. You may want to read that section now and discuss this as an option. How would the public likely react to using banding? Answer: Banding is the practice of grouping applicants based upon ranges of test scores. For the purpose of this case, research has suggested that banding does result in hiring a higher proportion of minority applicants than do other selection methods. This practice is legally acceptable in Canada, has the potential to achieve organizational employment equity objectives, and has low levels of adverse reaction from applicants who understand banding. However, the psychometric soundness of banding has been questioned, and many researchers recommend using other approaches for achieving employment equity. For example, instead of banding, the RCMP could make greater effort to train minority applicants for testing. Solution Manual for Recruitment and Selection in Canada Victor M. Catano, Rick D. Hackett, Willi H. Wiesner 9780176764661, 9780176570316, 9780176504373
