Expert answer:Planning and Staffing week 4

Solved by verified expert:Directions: There are 2 discussion questions, these responses should be complete, well organized, and approximately 100-300 words in length. Superior efforts will be distinguished by the use of outside credible sources (journal articles; reputable business press) to support postings. Conduct scholarly research to provide a detailed response to the question listed below. Response 100-300 words and should be supported with scholarly research (referenced following APA formatting standards), All aspects of APA formatting followed with no spelling/grammar errors. Addresses specifics of question demonstrating critical thinking abilities by synthesizing research. Please do not plagiarized. Questions: 1.Select 2 of the recommendations at the end of Chapter 8: Summary Recommendations for Enhancing Recruitment, pp 326-327. Analyze and discuss their practical significance and one potential legal implication. 2.Choose one job performance predictor discussed in Chapter 9 , and analyze its practical significance. Grading Rubic: The postings exceed discussion and critique requirements. Although three postings (per discussion question) are required, the student may post multiple entries. Each posting is clear and addresses the questions completely. Each considers a different issue and offers insight and thoughtful analysis; it does not simply summarize. It contains few errors. Uses peer-reviewed or similar journals (HBR; SMR; etc.) in addition to business press.PLEASE SEE THE BELOW LINK TO ACCESS MY E-BOOK, THANKShttps://mbsdirect.vitalsource.com/books/9781133170…
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Part 5 Predictors of Job Performance
CHAPTER
9
Application Forms and Biodata
Assessments, Training and
Experience Evaluations, and
Reference Checks
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Predictors of Job Performance Objectives
• Describe the appropriate information about
applicants that may be gathered by each type of
selection instrument.
• Point out the important measurement principles of
each type of instrument.
• Present specific points about the proper
development and use of each type of instrument.
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
9–2
Application Forms
• Nature and Role of Application Forms
▪ A preemployment screen in the form of a series of
questions designed to provide information on the
general suitability of applicants for jobs to which they
are applying
• Purposes of Forms
▪ To decide if applicants meet the minimum
requirements of a position
▪ To assess and compare the relative strengths and
weaknesses of individuals making application
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
9–3
Using Application Forms in HR Selection
• Weighted Application Blank (WAB)
▪ An empirical scoring key is used to score
applicants on their answers on application form
▪ A research study is conducted on application
items, and responses are weighted so that they
predict some aspect or measure of job success
▪ Numerical scores are obtained for each applicant
by summing the appropriate weights
▪ Employers use the resulting scores in making
hiring decisions
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
9–4
Biographical Data
• What Are Biographical Data
▪ A broad spectrum of an individual’s background,
experiences, interests, attitudes, and values
• Types of Biodata Items
▪ Response-Type

The kind of response options (in the form of a scale) offered a
respondent by an item
▪ Behavior-Type

The specific behavioral content (dimension) of an item
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
9–5
TABLE 9.2
Classification of Example Biographical Data
Items by Response Type
1. Yes-No Response:
Are you satisfied with your life?
a. Yes
b. No
2. Continuum, Single-Choice Response:
About how many fiction books have you read in the past year?
a. None
b. 1 or 2
c. 3 or 4
d. 5 or 6
e. More than 6
3. Noncontinuum, Single-Choice Response:
Which one of the following would you most prefer to do in your
leisure time?
a. Read a book
b. Work crossword puzzles
c. Attend a party
d. Play golf, tennis, or softball
e. Repair a broken appliance or make minor home repairs
4. Noncontinuum, Multiple-Choice Response:
Check each of the following activities you had participated in by
the time you were 18.
a. Shot a rifle
b. Driven a car
c. Worked a full-time job
d. Traveled alone more than 500 miles from home
e. Repaired an electrical appliance
5. Continuum, Plus Escape Option:
When you were a teenager, how often did your father help
you with your schoolwork?
a. Very often
b. Often
c. Sometimes
d. Seldom
e. Never
f. Father was not at home
6. Noncontinuum, Plus Escape Option:
In what branch of the military did you serve?
a. Army
b. Air Force
c. Navy
d. Marines
e. Never served in the military
7. Common Stem, Multiple Continuum:
In the last 5 years, how much have you enjoyed each of
the following? (Use the rating scale of 1 to 4 shown below.)
a. Reading books
b. Watching TV
c. Working at your job
d. Traveling
e. Outdoor recreation
(1) Very Much
(2) Some
(3) Very little
(4) Not at all
SOURCE: Based on William A. Owens, “Background Data,” in Handbook of Industrial and
Organizational Psychology, ed. Marvin Dunnette (Chicago: Rand McNally, 1976), 613.
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
9–6
TABLE 9.3
Classification of Example Biographical Data
Items by Behavioral Content
1. Verifiable:
Did you graduate from college?
2. Historical:
How many jobs have you held in the past five
years?
3. Actual Behavior:
Have you ever repaired a broken radio?
4. Memory:
How would you describe your life at home while
growing up?
5. Factual:
How many hours do you spend at work in a
typical week?
6. Specific:
While growing up, did you collect coins?
7. Response:
Which of the following hobbies do you enjoy?
8. External Event:
When you were a teenager, how much time did
your father spend with you?
Unverifiable:
How much did you enjoy high school?
Futuristic:
What job would you like to hold five years from now?
Hypothetical Behavior:
If you had your choice, what job would you like to hold
now?
Conjecture:
If you were to go through college again, what would
you choose as a major?
Interpretive:
If you could choose your supervisor, what characteristic
would you want him or her to have?
General:
While growing up, what activities did you enjoy most?
Response Tendency:
When you have a problem at work, to whom do you
turn for assistance?
Internal Event:
Which best describes the feelings you had when you
last worked with a computer?
SOURCE: Based on James J. Asher, “The Biographical Item: Can It Be Improved?” Personnel Psychology 25 (1972): 252;
and Wayne F. Cascio, Applied Psychology in Personnel Management (Englewood Cliffs, NJ: Prentice-Hall, 1991), 266.
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
9–7
Advantages of Biodata
• Collects information usually obtained in the
selection interview—consistently and empirically
• Makes understandable the effective employee;
doesn’t make a prediction of employee success, as a
WAB does
• Applying empirical scoring procedures ensures that
only job-related questions are posed.
• Has generally been shown to be as good a selection
measure as other methods
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
9–8
TABLE 9.4
Summary of Biographical Data Validation Studies
for a Variety of Criteria
NOTE: N.A. Data were not available.
aMarvin D. Dunnette, Validity Study Results for Jobs Relevant to the Petroleum Refining Industry (Washington DC: American Petroleum Institute, 1972). The
data reported in the table were taken from John E. Hunter and Rhoda F. Hunter, “Validity and Utility of Alternative Predictors of Job Performance,”
Psychological Bulletin 96 (1984): 83.
bJohn E. Hunter and Rhonda F. Hunter, “Validity and Utility of Alternative Predictors of Job Performance,” Psychological Bulletin 96 (1984): 72–98.
cRichard R. Reilly and Georgia T. Chao, “Validity and Fairness of Some Alternative Employee Selection Procedures,” Personnel Psychology 35 (1982): 1–62.
dNeal Schmitt, Richard Z. Gooding, Raymond A. Noe, and Michael Kirsch, “Metaanalyses of Validity Studies Published between 1964 and 1982 and the
Investigations of Study Characteristics,” Personnel Psychology 37 (1984): 407–422.
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
9–9
Accuracy of Application Form Data
• Typical Falsifications
▪ Inflation of college grades
▪ Types of jobs held
▪ Past salaries received
▪ Past employers
▪ Educational degrees earned
▪ Gaps in employment histories
• Items Less Likely to Be Distorted
▪ Historical
▪ Objective
▪ Verifiable
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
9–10
Accuracy of Application Form Data
(cont’d)
• Enhancing Application Form Accuracy
▪ Inform applicants in verbally and in writing, that the
information they furnish will affect their employability
▪ Inform applicants that the data they provide will be
thoroughly checked
▪ Require applicants to sign a statement certifying the
accuracy of the information they provided on the form.
▪ Include warnings of penalties (not being hired or
termination upon discovery) for deliberate falsification
▪ Include a statement that the application does not
create a binding obligation of employment for any
specific period of time
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
9–11
Legal Implications of Application Forms
• EEOC Preemployment Guidelines
▪ Applications should not include questions that:



Disproportionately screen out minority group members or
members of one sex
Do not predict successful performance on the job
Cannot be justified as a business necessity
• Adverse Impact Questions
▪ Questions protected classes may answer differently
• Disparate Treatment Questions
▪ Different questions are asked to different groups
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
9–12
TABLE 9.5
Questions to Be Asked in Examining
Appropriateness of Application Form Questions
Note: The burden of proof is on the employer to demonstrate that the information provided by the
application questions is not used in a discriminatory manner prohibited by law. Additionally,
extraneous information provided by applicants can be used by rejected applicants to argue
that they were turned down for an unlawful reason.
SOURCE: Questions 1 and 2 are based on Equal Employment Opportunity Commission, EEOC Guide to Pre-Employment Inquiries (Washington, DC:
Equal Employment Opportunity Commission, August 1981); questions 3 through 5 are based on Ernest C. Miller, “An EEO Examination of Employment
Applications,” Personnel Administrator 25 (March 1981): 68–69.
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
9–13
Legal Issues
• Adverse Impact
▪ Questions answered differently by protected classes
• Disparate Treatment
▪ Different questions asked to different groups
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
9–14
Composition of Application Forms
• Instructions for Applicants Should
▪ Tell applicants how to complete the necessary forms
▪ Be clear and understandable by all applicants
▪ Inform disabled applicants to request reasonable
accommodation in completing the application
▪ State that the application form has been reviewed to
ensure it is job-related and fair
▪ State who will see the information or how applicant
responses will be used to arrive at a decision
• Questions for Applicants Should
▪ Only ask job-related questions, and avoid those
relating to personal information
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
9–15
Developing and Revising Application Forms
• Because jobs are different, more than one
application form will probably be needed
• Job analysis data should serve as one basis for
choosing employment application questions
• Every item proposed for inclusion should be
reviewed using the item rating criteria listed in
Table 9.1
• Some jobs or classes of jobs may not require an
in-depth applicant assessment by means of the
application form.
• The physical layout and format of the form should
be thoroughly considered.
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
9–16
TABLE 9.6
Examples of Appropriate and Inappropriate
Questions Asked on Application Forms
SOURCE: Based on Craig Wallace and Stephen J. Vodanovich, “Personnel Application Blanks: Persistence and Knowledge of Legally Inadvisable Application Blank Items,”
Public Personnel Management 33 (Fall 2004): 331–349; J. Craig Wallace, Mary G. Tye, and Stephen J. Vodanovich, “Applying for Jobs Online: Examining the Legality of
Internet-Based Application Forms,” Public Personnel Management 4 (Winter 2000): 497–504; Stephen J. Vodanovich and Rosemary H. Lowe, “They Ought to Know Better:
The Incidence and Correlates of Inappropriate Application Blank Inquiries,” Public Personnel Management 21(1992): 363–370; Herbert G. Heneman and Timothy A. Judge,
Staffing Organizations, 5th ed. (Mendota House, Middleton WI, 2006); Bureau of National Affairs, Equal Employment Opportunity Commission Guide to Pre-Employment
Inquiries (Washington, DC: Equal Employment Opportunity Commission—periodically updated), pp. 65–80; and Bureau of National Affairs, BNA Handbook: Personnel
Management (Washington, DC: Bureau of National Affairs, 2003).
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
9–17
Biodata Item-Writing Guidelines
• Biodata items should deal with past behavior and
experiences.
• Items dealing with family relationships or other
issues of a personal nature (e.g., religion) are
usually viewed as offensive.
• Specificity and brevity of items and response
options are desirable.
• Use numbers to define a biodata item’s options or
alternatives.
• All possible response options or an “escape” option
should be given; and, where possible, response
options should form a continuum.
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
9–18
Biodata Item-Writing Guidelines
(cont’d)
• Item options should carry a neutral or pleasant
connotation.
• Items dealing with past and present behaviors and
with opinions, attitudes, and values are generally
acceptable.
• Items should reflect historical events that are
important in shaping a person’s behavior and
identity.
• To reduce socially desirable responses (i.e., faking),
biodata items should reflect external events, limited
to firsthand recollections, be potentially verifiable,
and measure unique, discrete events.
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
9–19
Biodata Item-Writing Guidelines
(cont’d)
• Eliminate an item from the biodata inventory if the
item:
▪ Exhibits little response variance
▪ Has a skewed response distribution
▪ Is correlated with protected-group characteristics
such as ethnicity
▪ Has no correlation with other items thought to be
measuring the same life history construct
▪ Has no correlation with the criterion (no item validity)
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
9–20
Applications and Résumés
• Indicators of Résumé Fraud
▪ Inflated educational credentials (grades achieved,
degrees attained)
▪ Omitted, inconsistent periods of employment,
stretched employment dates, and gaps in time
periods listed
▪ Exaggerated claims of expertise and experience
▪ Claimed self-employment or work as a consultant
▪ Claimed work with firms now out of business
▪ Evidence of a regressive work history
▪ Use of qualifiers and vague answers
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
9–21
TABLE 9.7
Résumé Items Used
by Recruiters to
Infer Job Applicant
Abilities and Skills
for Sales and
Accounting Positions
NOTE: Definitions of job applicant
abilities and skills: Language ability—
capacity to read, write, and speak;
Math ability—capacity to perform
mathematical manipulations (addition,
subtraction, statistics); Physical
abilities—physical strength and
fitness; Interpersonal skills—capacity
to interact with and relate to others;
Leadership ability—capacity to
direct, control, and coordinate others;
Motivation—drive and level of energy.
A checkmark indicates that a résumé
item was used by recruiters to infer a
particular job applicant attribute for
both sales and accounting applicants.
The results are based on ratings of
113 recruiters.
SOURCE: Based on Barbara K. Brown and Michael A. Campion, “Biodata Phenomenology: Recruiters’ Perceptions and Use of Biographical Information
in Résumé Screening,” Journal of Applied Psychology 79 (1994): 901–902.
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
9–22
Using Application Forms in HR Selection
(cont’d)
• Application Form Checklists
▪ Are usually referred to as training and experience
(“T&E”) evaluations
▪ Emphasize assessing applicants’ training, education,
and experience
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
9–23
Training and Experience (T&E) Evaluations
• Uses of T&E Evaluations
▪ As the sole basis for deciding if an individual is or is
not minimally qualified
▪ As a means for rank-ordering individuals from high to
low based on a T&E score
▪ As a basis for prescreening applicants prior to
administering more expensive, time-consuming
predictors (for example, an interview)
▪ In combination with other predictors used for making
an employment decision
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
9–24
FIGURE 9.1
Brief Training and Experience Evaluation Used
for Appraising Applications Submitted for the Job
of Clerk
Name of Applicant: __________________________________________
Directions: Before completing this form, review the minimum qualifications for the job
of Clerk that are listed below. Then, study each application form submitted for the job.
After reviewing each application, indicate if the applicant possesses each minimum
qualification. If an applicant meets the necessary requirements, check “Yes”; if not,
then check “No.” When there are job openings, applicants meeting all minimum
qualifications will be invited in for additional consideration. After completing the
checklist, please attach it to the application form and return the application to the
personnel file.
NOTE: This form is completed by a selection specialist.
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
9–25
FIGURE 9.2
An Example Training and Experience Evaluation
Form for the Job of Personnel Research Analyst
NOTE: This form is completed by the job applicant.
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
9–26
FIGURE 9.3
An Example Rating Form for Use in Evaluating
Training and Experience of Applicants for the Job
of Personnel Research Analyst
NOTE: This form is completed by a selection specialist.
©2011 Cengage Learni …
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