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selection utility
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Strategically Choosing & Combining Selection Procedures (GOAL)
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PSYCH 364 Exam #3
| Term | Definition |
|---|---|
| selection utility | degree to which an HR function (e.g., a selection procedure) is worth the time or money it requires |
| Strategically Choosing & Combining Selection Procedures (GOAL) | GOAL= selection procedures correlated - Selection procedures should complement - Each procedure uniquely predict |
| Interviews | MOST commonly used/ main types (unstructured/ structured) |
| 1. Unstructured interviews | interviewer has a conversation with a job applicant with no fixed protocol for each applicant - Conversation w/ applicant - Low validity - Part of hiring decisions |
| 2. Structured interviews | interview in which all job applicants are asked the same, job-related questions - Ask the same questions - Good predictive validity |
| 2 Types of structured interviews | 1. Situational interview 2. behavioral interview |
| Situational interview | job applicants are asked what they would do in a hypothetical work-related situation - Hypothetical situation |
| Behavioral interview | uses questions about how applicants handled a work-related situation in the past - handling past situation |
| Interviews: Manager’s Toolbox- Best Practices | Job related questions / consistent treatment Trained interviews / take notes More than one interviewer / rating scale |
| Personality Test: 5 Factor Model (FFM) / “Big Five” | Personality typology- OCEAN Validity not as high as structured interviews Negative- not answering honestly |
| Five Factor Model (FFM) | model of normal adult personality that includes the dimensions of Openness to Experience, Conscientiousness, Extraversion, Agreeableness, and Neuroticism |
| OCEAN | Openness to Experience, Conscientiousness, Extraversion, Agreeableness, Neuroticism |
| Integrity test | test specifically developed to assess applicants’ tendency toward counterproductive and antisocial behavior |
| 2 types of integrity tests | Personality-based subtle wording Overt integrity tests negative behaviors |
| Personality-based integrity tests | considered to be a function of conscientiousness, neuroticism, and agreeableness - more subtle in their wording, such that the “correct answer” may not be obvious to test takers |
| Overt integrity tests | ask the test taker to give their opinions about negative behaviors at work whether such behaviors are acceptable, and whether they have engaged in these behaviors themselves |
| cognitive ability test | measure of the ability to perceive, process, evaluate, compare, create, understand, manipulate, or generally think about information and ideas - Valid, low costs equals high utility - Prone to disparate impact |
| Assessment | processes of thinking |
| Emotional Intelligence (EI) | One’s ability to recognize and appraise emotions in oneself and others and behave accordingly |
| work sample | A sample or example of the work produced by a job applicant Produced by applicant Good validity / content validity More expensive |
| Situational Judgement Tests (SJTs) | test that captures some of the realism of work sample tests but in a format (e.g., multiple-choice) that can be used more easily with large numbers of applicants - Low-fidelity simulation Realism of work sample |
| Assessment Center | specific type of work sample, often used for manager selection - Management skills - Remote site over days - Good content validity but expensive EX: role play |
| Biographical Data & Related Methods- Training/ Experience Forms | Work-related education Training / experience Different sort of resume Variability in validity |
| Biodata | Information about a job applicant based on their personal history that can be used to make selection decisions |
| Assumption (biodata) | past behavior predicts future - Can focus on nonwork experiences - Solid validity |
| Resumes aspects | First hurdle screening method NO single format Can lead to conscious or unconscious discrimination |
| Resumes: Using Resumes for Job Applications | Include KEY words match ad Tailor resume to application Meaningful cover letter |
| Resume | MOST common screening method, job applicants describe their job-relevant education / work experience |
| References & Background Checks | Letters of reference from previous employers Background check for high-security jobs Criminal background checks declining |
| Physical Ability Test | used for hiring people for physically demanding jobs (e.g. police officer) - Standard work sample - Determine various types of strength - Then develop test |
| Current Issues in Selection | Social media Differentiate social networking Diversity / inclusion top issue Credit history not associated workplace deviancy |
| applicant reactions | Job applicants’ perspective regarding both the selection procedures they encounter and the employer that uses them |
| Applicant Reactions to Selection Methods / Procedures | Job applicants’ perspective of process Candidate experience of procedures Fair treatment, feedback, respect communication Selection methods related to job |
| candidate experience | term for applicant reactions often used by employers |
| Deployment of Selection Procedures | Multiple-hurdle approach- sequentially Less expensive procedures first Then tests given in order of cost |
| multiple-hurdle approach | When a series of selection procedures is administered sequentially and applicants must pass each hurdle to move to the next one |
| Training needs assessment | evaluation of the organization, the jobs, the employees to see where training is needed/ what kind of training is needed |
| 3 phases of training needs assessment | 1. Organizational analysis 2. Job analysis 3. Person analysis |
| 1. Organizational analysis | involves numerous steps getting to know the organization at a broader level for a training program to be developed to fit the organization - organization’s goals, strategies, culture (attitudes), resources, external environment (laws/ regulations) |
| 2. Job analysis | helps determine which KSAOs (knowledge, skills, abilities, other characteristics), tasks, competencies (KSAOs) are associated with a job + the critical incidents that employees encounter on the job to develop an effective training program |
| 3. Person analysis | evaluating individual employees within an organization, finding out who needs training and what training should they receive |
| Career management | continual process of setting career-related goals/ planning a route to achieve those goals |
| Measure of career success (fall into 2 categories) | 1. Objective career success 2. subjective career success |
| 1. Objective career success | factors that can be observed by others or can be measured in a standardized way (e.g. promotion rate, salary, job prestige) |
| 2. Subjective career success | whether individuals perceive that they are having meaningful career outcomes (e.g. career satisfaction) |
| Career Management activities | work performed, personal relationships, education |
| 1. Work performed | - job rotation - challenging (stretch) assignments |
| job rotation | rotating employees from one job to another, which allows them to learn new skills |
| Challenging (stretch) assignments | task an employee is given outside their current KSAOs, but don’t want to stretch employees too far they might fail |
| 2. Personal relationship | at work are important: - Relationships with managers/ other higher ups can make or break a career - These relationships can be helpful for mentoring to achieve positive career outcomes |
| 3. Education | Employees seek additional education to help them gain more skills on their own time or from their organization |
| career movements | defined by PROMOTIONS, TRANSFERS, DEMOTIONS (employee’s career path essentially) |
| Promotion | Employee is moving up in the organization/ given more responsibility within their job and roles Usually is seen through a pay increase that compensates the employee for taking on these extra tasks |
| Transfer | Employee makes a move or switch to a different location, department, or position within the same organization without a major change in job duties, responsibilities, or compensation - can be temporary or permanent |
| Demotion | Manager or organization reduces an employee’s job duties, responsibilities, or job title Depends on the situation / can be temporary or permanent |
| Key factors that can affect careers | organizations: NEED to give employee the correct tools that are essential to develop their careers, promote a culture surrounded by learning and growth individuals: career management strategies |
| Career management strategies | recognizing one’s own strengths/ weaknesses, seeking to foster strong mentor relationships, creating career goals and sticking to them, taking on new challenges within the organization (e.g. challenging assignments) |
| 3 Factors Affecting Career Sustainability | 1. individual factors 2. person's context 3. individual / contextual issues can change over time |
| Individuals Factors | someone who is proactively looking ahead in career/ reactively adjusting to sudden changes (e.g. job loss) |
| Person's context | person’s organization, work group, labor market, and family needs, which shapes their overall career |
| Individual + Contextual Issues can Change Over Time | employee’s work interests may change, the labor market may alter, affecting sustainability of current career |
| Career Development for Training | involves strategies + programs that supply trainees with the skills / knowledge to advance their careers as they go through the training process and develop |
| Benefits of Career Development | - Individual - Organizational |
| Individuals (benefits for career development) | Skill Enhancement Gaining Knowledge (KSAOs) Growth in Career Increase Motivation & Job Satisfaction |
| Organizational (benefits for career development) | Retain Employees & Improve Engagement Strengthen Productivity & Performance Reduce Costs of Training Enhance Organizational Culture |
| significance of training methods | BEST thing an organization can do: choose the best COMBINATION of methods |
| On the job training (OJT) | New employee works on the job to learn it / under the supervision of a higher-up or senior employee |
| Informal field-based learning (IFBL): | learning from jobs outside of formal training |
| 6 training methods | 1. on the job training 2. lectures 3. simulators 4. programmed instruction 5. e-learning 6. behavioral modeling training |
| Lectures | training events where an expert speaks to a group of employees/ workers to explain and give knowledge to those individuals |
| Simulators | allow the trainer to reveal to the trainee some important and rarely occurring conditions |
| programmed instruction | involves dispensing the trainee with a set of learning modules + steps (often the instructions administered via a computer or online) |
| E-learning | training that is delivered through an online platform via computer or mobile devices |
| Behavioral modeling training | trainee observes an individual (the model) perform a specific behavior (via live in person or in a video), practice that specific behavior, and then gather feedback about their own performance |
| Mindfulness training | teaches a person to be present in the moment / to notice things around them in a nonjudgmental way → helps increase employee well-being |
| Gamification | training that is made into game or competition among employees in terms of scores on their training performance |
| Micorlearning | type of e-learning that shows small bit of knowledge at a time (short learnings- each a few minutes) to keep the trainee attentive |
| Onboarding | helping new employees adjust to new organizations communicating to them the knowledge, skills, culture, behaviors, attitudes required to successfully perform/ function within the organization |
| BEST onboarding efforts focuses on... | welcome inform guide |
| Work | activities (e.g. welcome kit, socials, gifts) that invite new employees to know the organization/ each individual better |
| Inform | provide new employees with resources (e.g. sources/ materials) + training to help them learn what is expected of them |
| Guidance | from coworkers, manager, mentors more successful than those who find their own |
| Training for Specific purposes | - for managers / leaders - increase team effectiveness - diversity training |
| Training for managers/ leaders | - role plays case studies games/ simulations - executive coaching |
| role-plays | trainees act in managerial situation (e.g. counseling a difficult person) |
| case studies | participants analyze a challenging business case |
| games/ simulations | teams challenge each other as if they were businesses in competition |
| executive coaching | advice/ counseling to managers regarding their work/ careers |
| Increase team effectiveness | Team members taking on each other’s jobs/ learning how to better communicate + collaborate among themselves |
| Measures of training effectiveness (kirkpatrick's model) | results (top tier) behavior learning reactions (bottom level) |
| Results | Whether the training actually translates into improved organizational outcomes |
| Behavior | Actual behavior on the job that is an outcome of training, could be measured by supervisor |
| Learning | Measures of whether the trainee actually gained some sort of knowledge or skill while in training |
| Reactions (bottom level) | assessment of how trainees react to training such as whether they thought it was valuable |
Created by:
lils33
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