SELECTION TESTS:Characteristics of Properly Designed Selection Tests, Guidelines for Conducting an Interview

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Human Resource Management (MGT501)

Lesson 19

SELECTION TESTS

After studying this chapter, students should be able to understand the following:

A. Explain Employee Tests

B. Describe Job Interviews

A. Employment Tests

I. Administration of selection tests:

A personnel testing is a valuable way to measure individual characteristics. Hundreds of tests have been

developed to measure various dimensions of behavior. The tests measure mantel abilities, knowledge,

physical abilities, personality, interest, temperament, and other attitudes and behaviors. Evidence suggests

that the use of tests is becoming more prevalent for assessing an applicant's qualifications and potential for

success. Tests are used more in the public sector than in the private sector and in medium-sized and large

companies than in small companies. Large organizations are likely to have trained specialists to run their

testing programs.

· Advantages and disadvantages of using tests:

Selection testing can be a reliable and accurate means of selecting qualified candidates from a pool of

applicants. As with all selection procedures, it is important to identify the essential functions of each job and

determine the skills needed to perform them.

· Potential Problems Using Selection Tests

Selection tests may accurately predict an applicant's ability to perform the job, but they are less successful in

indicating the extent to which the individual will want to perform it. Another potential problem, related

primarily to personality tests and interest inventories, has to do with applicants' honesty. Also there is the

problem of test anxiety. Applicants often become quite anxious when confronting yet another hurdle that

might eliminate them from consideration.

II. Characteristics of Properly Designed Selection Tests

Properly designed selection tests are standardized, objective, based on sound norms, reliable and--of

utmost importance--valid.

Standardization: Refers to the uniformity of the procedures and conditions

related to administering tests. It is necessary for all to take the test under

conditions that are as close to identical as possible.

Objectivity: Achieved when all individuals scoring a given test obtain the same

results.

Norms: Provide a frame of reference for comparing applicants' performance with

that of others. A norm reflects the distribution of scores obtained by many people

similar to the applicant being tested. The prospective employee's test score is

compared to the norm, and the significance of the test score is determined.

Reliability: The extent to which a selection test provides consistent results. If a

test has low reliability, its validity as a predictor will also be low. To validate

reliability, a test must be verified.

Validity: The extent to which a test measures what it purports to measure. If a test

cannot indicate ability to perform the job, it has no value as a predictor.

· Types of Validation Studies

There three main approaches that may be followed to validate selection tests: criterion-related validity,

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content validity, and construct validity.

a. Criterion-Related Validity

It is determined by comparing the scores on selection tests to some aspect of job performance. A close

relationship between the score on the test and job performance suggests the test is valid.

b. Content Validity

It is a test validation method whereby a person performs certain tasks that are actually required by the job

or completes a paper-and-pencil test that measures relevant job knowledge.

c. Construct Validity

It is a test validation method to determine whether a test measures certain traits or qualities that are

important in performing the job. However, traits or qualities such as teamwork, leadership, and planning or

organization ability must first be carefully identified through job analysis.

III. Types Of Employment Tests

Individuals differ in characteristics related to job performance. These differences, which are measurable,

relate to cognitive abilities, psychomotor abilities, job knowledge, work samples, vocational interests, and

personality. Various tests measure these differences.

a. Cognitive Aptitude Tests

It measures an individual's ability to learn, as well as to perform a job. Job-related abilities may be classified

as verbal, numerical, perceptual speed, spatial, and reasoning.

b. Psychomotor Abilities Tests

This type of test is used to measure strength, coordination, and dexterity. It is feasible to measure many

abilities that are involved in many routine production jobs and some office jobs.

c. Job Knowledge Tests

This sort of test is designed to measure a candidate's knowledge of the duties of the position for which he

or she is applying.

d. Work-Sample Tests (Simulations)

It identifies a task or set of tasks that are representative of the job. The evidence concerning these tests, to

date, is that they produce high predictive validity, reduce adverse impact, and are more acceptable to

applicants.

e. Vocational Interest Tests

It indicates the occupation in which a person is most interested and is most likely to receive satisfaction.

f. Personality Tests

It is a selection tools, personality tests have not been as useful as other types of tests. They are often

characterized by low reliability and low validity. Because some personality tests emphasize subjective

interpretation, the services of a qualified psychologist are required.

g. Drug and Alcohol Testing

Basic purpose of the drug-testing programs contends that it is necessary to ensure workplace safety,

security, and productivity.

h. Genetic Testing

As genetic research progresses, confirmed links between specific gene mutations and diseases are emerging.

Genetic testing can now determine whether a person carries the gene mutation for certain diseases,

including heart disease, colon cancer, breast cancer, and Huntington's disease.

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i. Honest Test/Polygraph Tests

For many years, another means used to verify background information has been the polygraph, or lie

detector, test. One purpose of the polygraph was to confirm or refute the information contained in the

application blank. Special tests have been constructed to measure the orientation of the individuals toward

the issue of the honesty and personal integrity. Honesty tests are the most frequently used psychological

tests in industry. These tests contain questions regarding such situations as whether a person who has taken

company merchandise should be trusted in another job that involves handling company money. An

individual's response to the test statements indicates the individual's attitudes towards theft, embezzlement,

and dishonest practices. Extensive research has shown that some of these instruments not only produce

reliable information that validly predicts dishonest behavior, but that they also are free from biases of age,

race, and sex. These honesty tests represent a valuable selection tool for choosing employees who will

occupy positions that involve handling company money.

j. Internet Testing

The Internet is increasingly being used to test various skills required by applicants.

B. Job Interviews

THE EMPLOYMENT INTERVIEW: Interview is a goal-oriented conversation in which the interviewer

and applicant exchange information. The employment interview is especially significant because the

applicants who reach this stage are considered to be the most promising candidates.

I. Interview Planning

Interview planning is essential to effective employment interviews. The physical location of the interview

should be both pleasant and private, providing for a minimum of interruptions. The interviewer should

possess a pleasant personality, empathy and the ability to listen and communicate effectively. He or she

should become familiar with the applicant's qualifications by reviewing the data collected from other

selection tools. In preparing for the interview, a job profile should be developed based on the job

description.

II. Content of The Interview

The specific content of employment interviews varies greatly by organization and the level of the job

concerned.

Occupational experience: Exploring an individual's occupational experience

requires determining the applicant's skills, abilities, and willingness to handle

responsibility.

Academic achievement: In the absence of significant work experience, a

person's academic background takes on greater importance.

Interpersonal skills: If an individual cannot work well with other employees,

chances for success are slim. This is especially true in today's world with increasing

emphasis being placed on the use of teams.

Personal qualities: Personal qualities normally observed during the interview

include physical appearance, speaking ability, vocabulary, poise, adaptability, and

assertiveness.

Organizational fit: A hiring criterion that is not prominently mentioned in the

literature is organizational fit. Organizational fit is ill-defined but refers to

management's perception of the degree to which the prospective employee will fit

in with, for example, the firm's culture or value system.

III. Types of Interviews

Interviews may be classified in two types by the degree to which they are structured.

a. The Unstructured (Nondirective) Interview

Unstructured interview is an interview where probing, open-ended questions are asked. This type of

interview is comprehensive, and the interviewer encourages the applicant to do much of the talking.

Human Resource Management (MGT501)

b. The Structured (Directive Or Patterned) Interview

An interview consisting of a series of job-related questions that are asked consistently of each applicant for

a particular job is known as structured interview. A structured interview typically contains four types of

questions.

Situational questions: Pose a hypothetical job situation to determine what the

applicant would do in that situation.

Job knowledge questions: Probe the applicant's job-related knowledge.

Job-sample simulation questions: Involve situations in which an applicant may

be actually required to perform a sample task from the job.

Worker requirements questions: Seek to determine the applicant's willingness to

conform to the requirements of the job.

c. Behavior Description Interviewing

A structured interview that uses questions designed to probe the candidate's past behavior in specific

situations. It avoids making judgments about applicants' personalities and avoids hypothetical and self-

evaluative questions. Benchmark answers derived from behaviors of successful employees are prepared for

use in rating applicant responses. Questions asked in behavior description interviewing are legally safe

because they are job related.

IV. Methods of Interviewing

Interviews may be conducted in several ways.

a. One-On-One Interview

In a typical employment interview, the applicant meets one-on-one with an interviewer. As the interview

may be a highly emotional occasion for the applicant, meeting alone with the interviewer is often less

threatening.

b. Group Interview

Several applicants interact in the presence of one or more company representatives.

c. Board Interview

One candidate is interviewed by several representatives of the firm.

d. Stress Interview

Intentionally creates anxiety to determine how an applicant will react to stress on the job.

V. Realistic Job Previews

RJP Conveys job information to the applicant in an unbiased manner, including both positive and negative

factors

VI. Legal Implications of Interviewing

Because the interview is considered to be a test, it is subject to the same validity requirements as any other

step in the selection process, should adverse impact be shown. For the interview, this constraint presents

special difficulties.

VII. How To Avoid Common Interviewing Mistakes

Snap judgments

a. Snap Judgments:

This is where the interviewer jumps to a conclusion about the candidate during the first few minutes of

the interview. Using a structured interview is one way to help avoid this, as well as properly training the

interviewers.

b. Negative Emphasis:

When an interviewer has received negative information about the candidate, through references or other

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sources, he or she will almost always view the candidate negatively. The best way to avoid this is to keep

references or other information from the interviewer. If possible, have different people do the reference

checks and the interviews and not share the information until afterwards.

c. Poor Knowledge of Job:

When interviewers do not have a good understanding of the job requirements, they do not make good

selections of candidates. All interviewers should clearly understand the jobs and know what is needed for

success in those jobs.

d. Pressure to Hire:

Anytime an interviewer is told that he or she must hire a certain number of people within a short time

frame, poor selection decisions may be made. This type of pressure should be avoided whenever possible.

e. Candidate Order

(Contrast) Error: When an adequate candidate is preceded by either an outstanding, or a poor candidate,

by contrast he or she looks either less satisfactory or much better. This can be countered through

interviewer training, allowing time between interviews, and structured interviews with structured rating

forms.

f. Influence of Nonverbal Behavior:

Candidates who exhibit stronger nonverbal behavior such as eye contact and energy level are perceived

as stronger by the interviewers. This can be minimized through interviewer training and structured

interviews.

VIII.

Guidelines for Conducting an Interview

Plan the interview.

Establish rapport.

Ask questions.

HR in Practice gives do's and don'ts of interview questions.

Close the interview.

Review the interview.

Key Terms

Standardization: Refers to the uniformity of the procedures and conditions related to administering tests.

It is necessary for all to take the test under conditions that are as close to identical as possible.

Objectivity: Achieved when all individuals scoring a given test obtain the same results.

Norms: Provide a frame of reference for comparing applicants' performance with that of others. A norm

reflects the distribution of scores obtained by many people similar to the applicant being tested. The

prospective employee's test score is compared to the norm, and the significance of the test score is

determined.

Reliability: The extent to which a selection test provides consistent results. If a test has low reliability, its

validity as a predictor will also be low. To validate reliability, a test must be verified.

Validity: The extent to which a test measures what it purports to measure. If a test cannot indicate ability to

perform the job, it has no value as a predictor.

Snap Judgments: This is where the interviewer jumps to a conclusion about the candidate during the first

few minutes of the interview.

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