Chapter 7 Foundations of Selection
Chapter 7
Foundations of Selection
Learning Outcomes
After reading this chapter, students should be able to:
1. Explain the purpose of screening applicants and how initial screening is conducted.
2. Explain how application forms are used and the relevant legal issues.
3. Outline the types and uses of preemployment testing.
4. Explain several different interview formats and what interviewers need to know to conduct
effective interviews.
5. Discuss the perceptual errors common in the interview process and ways to prevent them.
6. Explain the purpose and legal issues involved in conducting background investigations.
7. List three types of validity and explain why they are important.
8. Explain factors relevant to employment offers and global selection.
9. Outline how to personally excel in the interview process.
Chapter Overview
Award shows on TV are plentiful and it’s easy to lose count of all of the “Best Employer” lists
published. How about an award for employers who hire people with sketchy backgrounds and
disabilities? This chapter opener explains the Job Honor Awards that recognizes employers who
hire employees that probably wouldn’t pass the screening process of most employers, offering a
chance to discuss what types of screening are relevant and why.
Chapter content includes the importance of using a series of job-related tools to select good
employees is emphasized as application forms, various types of tests, interviews, background
investigations and physical exams are discussed. Procedures for the selection of individuals for
self-managed teams are discussed. The chapter then explains reliability, validity, and cut scores.
It concludes with advice to students on how to conduct themselves in an interview.
Additional features of this chapter
Exhibits
7 – 1: The Selection Process
7 – 2: Background Investigation
7 – 3: Predictive vs. Concurrent Validation
7 – 4: Validity Correlation Analysis After Cut Score Is Raised
7 – 5: Validity Correlation Analysis After Cut Score Is Lowered
7 – 6: The Interview
Boxed Features
These features are located within the text and address current issues in HRM within the context
of the relevant learning outcomes. They are short and thought provoking with thought questions
at the end providing a great opportunity to provide a break in class lecture to check student
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understanding. Questions may be posed to students individually, in small groups, as quick
cooperative learning assignments or as large group discussions.
Tips for Success – Professionalism on the Phone on page 148 shares basic skills for
presenting a professional presence when speaking on the phone. Throughout the selection
process, phone contact with applicants and references can be frequent. A good impression
is important.
Did You Know – Too Much Information on page 149 describes how employers are
using social networking sites to learn more about job applicants, and the potential for
discrimination against an applicant based on non-job related information.
Diversity Issues in HRM – Interview Questions to Avoid on page 150 lists a number of
interview questions that could lead to direct or indirect discrimination with examples of
what is and what is not acceptable.
Real HR Encounters – Involving Employees in the Selection Process on page 153
provides insight from an experienced manager for successfully involving team members
in selection decisions.
Tips for Success – Preparing Interview Questions on page 154 provides suggestions for
questions that give insight into a candidates integrity, personality, decision-making skills
and problem-solving ability.
Real HR Encounters – Checking References on page 158 gives practical tips for getting
useful information from references from an experienced manager.
Contemporary Connection – What Were They Thinking on page 164 provides some
examples of statements made by job applicants during the interview process that are
perplexing at best.
Making Concepts Relevant in Your Classroom
In addition to the activities provided in the lecture notes, these suggested activities help students
apply chapter 7 concepts:
Point out the two different perspectives that students in the HRM class are being asked to
take. On the one hand, they have been and will be job applicants, and can benefit from
understanding the selection process so that they can put their best foot forward. On the
other hand, the Human Resource Management class is teaching them how to manage the
selection process as employers. While we hope that they will use reliable and valid
procedures when they make selection decisions, they still should be prepared to respond
to poorly designed interview and test questions when they are applicants. Not all
employers have taken this class!
Ask the class how they would select employees for various businesses they are familiar
with; e.g. to work at a local fast-food restaurant; to work in the department office; to help
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patrons at the library, etc. Do they rely solely on an interview? Can they design a simple
work-sample test that would be cost effective for any of these positions?
Schedule an interview “practice session,” during which some students take the role of
interviewers and others are interviewees for a specified job that most students would be
qualified for. Provide a job description and structured interview format, and include time
for students to receive feedback on interviewer and interviewee skills. You may want to
have students update their resumes and bring them to their “interviews.”
Provide students with a list of interview questions, or use questions in the textbook. In
small groups or team, have students work together to write out how they would answer
the questions for jobs they are seeking after graduation.
Assign students to interview a professional about his or her interview experience. The
student should ask the person about his or her interview experiences, such as advice,
best/worst questions, what to wear, etc. This is an excellent opportunity for students to
network.
Invite a speaker from your University Testing Center to discuss the availability of
standardized tests relevant to employment situations. Ask the speaker to provide some
sample test questions illustrating, for example, aptitude, achievement, and personality
tests.
Reliability/validity. It’s easy to get bogged down with statistical concepts here. A good
way to make the topic more relevant and understandable is to start with a discussion of
classroom tests and grades. Ask students about factors which affect the reliability of their
test scores (illness, fatigue, choice of items, etc.) Discuss the validity of their course
grades for predicting future job performance. Does classroom performance provide a
content-valid sample of behaviors relevant to work performance? Are grades good
predictors of work performance? When might these predictions be more accurate?
Chapter Outline And Lecture Suggestions
Introduction
Successful selection activities require careful planning, linked with organizational strategy
and talent management.
Organizational strategies that include community involvement may lead employers to give
non-traditional applicants a chance.
Class Activity: Chapter Opener page 145
When and why would you consider hiring an applicant with a criminal history, mental or
physical challenges? The chapter opener explains how an HR professional created the
“Job Honor Awards” to recognize employees who overcame significant employment
obstacles and the employers who gave them a chance. Ask students to answer the
question “Would you be willing to take a chance on an applicant with significant
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challenges or would you rather play it safe?” Show one of the short videos at
www.jobhonor.org that profile the employers and their reasons for taking a chance.
Screening Applicants
Learning objective 1: Explain the purpose of screening applicants and how initial screening
is conducted.
Why Do Screening? Slide 3
Screening sorts out applicants that do not meet minimum qualifications based on job
specifications.
The selection process is composed of a number of steps, each of which is intended to
provide additional information for decision making. (Exhibit 7-1)
Initial screening interview
Completion of the application form
Pre-employment tests
Interview
Conditional job offer
Background investigation
Medical or physical exam
Job offer.
Initial Screening Slide 4
Involves screening of inquiries and screening interviews to develop a pool of qualified
potential candidates.
The screening interview allows HRM to describe the job in enough detail, so the
candidates can determine if they are serious about applying.
Phone screening interviews should be kept short and concentrate on the applicant’s
qualifications.
Job description information is shared along with a salary range.
Class Activity: Tips for Success – Professionalism on the Phone on page 148
Many people do not understand the difference between casual phone conversations and
professional communication skills necessary at work. This short feature outlines tips for a
professional presence whether the student is conducting an interview or being
interviewed.
After reading the feature, ask students to answer the questions that allow them to add
their own experience.
Application Forms Slide 5
Learning Objective 2: Explain how application forms are used and the relevant legal issues.
Application forms give a job-performance-related synopsis of an applicants’ life, skills, and
accomplishments as well as determine if an applicant can follow directions.
Legal Issues Slide 6
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Omit items which are not job-related: sex, race, color, religion, national origin, disability,
and age.
Typically includes statement giving employer the right to dismiss an employee for
falsifying information.
Includes “employment-at-will” statement to clarify that new employees are not
guaranteed employment.
Asks for permission to check work references.
Weighted Application Forms Slide 7
Individual items of information are validated against performance and turnover measures
and given appropriate weights.
Data must be collected for each job to determine how well a particular item (e.g., years of
schooling, tenure on last job) predicts success on target job.
Online Applications Slide 8
Feed applicant information directly into HRIS applicant tracking systems.
Benefits include:
Cost savings from reducing use of paper.
Better tracking of applicants and hiring processes.
Better compliance with EEO and other employment laws.
Class Activity: Diversity Topics – Questions to Avoid page 150
May misconceptions exist about what can be asked on an application and in an
interview. Survey students about questions that can get employers into trouble. Make
a list and compare it to the list in this feature.
Pre-Employment Testing Slide 9
Learning Objective 3: Outline the types and uses of preemployment testing.
Testing determines if applicants have the relevant skills they claim to possess.
Work Sampling and Performance Simulation Tests Slide 10
Job analysis is used to develop a miniature replica of the job.
Applicant is required to demonstrates specific competencies relevant to the position.
Assessment Centers
Administer performance simulation tests, frequently used to assess managerial potential.
A series of tests and exercises, including individual and group simulation tests, is
evaluated by executives, consultants or psychologists.
Global Differences in Testing Slide 11
Selection practices must be adapted to cultures and regulations of host country.
Class Activity: A surprising number of students have taken pre-employment tests
measuring aptitude, honesty (consciousness), personality, math skills, computer skills…
Ask them to share their experiences and opinions. Make a list of the employers they have
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encountered that require tests. Several are available online (www.criteriacorp.com) as are
sites that offer ways to cheat the tests.
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