Expert answer:week 5 Planning and Staffing
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.What are the advantages of a structured interview? 2.Identify and discuss one court case that refines case law related to discrimination in the interview 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.
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Part 5 Predictors of Job Performance
CHAPTER
10
The Selection Interview
©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.
Uses of the Selection Interview
• Advantages of Using the Interview
▪ It provides an opportunity for the organization to
recruit good candidates and educate them about the
job
▪ It is an efficient and practical method for measuring a
number of different KSAs of an applicant
▪ It can help an employer make either an early
screening decision about an applicant’s acceptability
or a later selection decision.
© 2008 Thomson/South-Western. All rights reserved.
10–2
Recruiting the Applicant to the Organization
• Providing Job Information: Consider the Alternatives
▪ Dual interview focus: recruitment and selection
Providing written job description to applicants conveys much
of the information usually transmitted in the interview and
helps applicants’ recall
Too much focus on recruitment reduces the amount and
quality of selection decision information obtained
• Effect on Applicants: Recruiting Outcomes
▪ Recruiters with the “right” qualities have a significant,
though modest, effect on applicants
© 2008 Thomson/South-Western. All rights reserved.
10–3
Measuring Applicant KSAs
• More Is Not Better
▪ Interviewers do poorly when attempting to assess
multiple applicant characteristics during an interview,
resulting the collection of superficial data of limited
value
• Appropriate KSAs
▪ Applicant characteristics assessed by interviews:
Personality
Applied social skills
Mental ability
Knowledge and skills
© 2008 Thomson/South-Western. All rights reserved.
10–4
TABLE 10.1
Dimension
Behavioral Dimensions Frequently Measured in
the Structured Interview
Frequency of Use
Definition
General Intelligence
16%
Ability to learn and evaluate information quickly; ability to effectively plan
and organize work; application of mental ability for solving problems.
Job Knowledge and Skills
10%
Declarative information (i.e., terms, values, names, and dates) and
procedural knowledge (i.e., actions, skills, and operations) specific to the
job; technical knowledge.
Personality
35%
Long-term disposition to act in certain ways; reflection of habitual behavior
with regard to five dimensions: conscientiousness, extraversion,
agreeableness, openness to experience, emotional stability.
Applied Social Skills
28%
Ability to function effectively in social situations; includes interpersonal
skills, oral communication skills, leadership, and persuasiveness.
Interests and Preferences
4%
Tendency toward certain activities; preference for certain work
environments or a particular type of work or profession; interest in certain
topics or subjects.
Organizational Fit
3%
Match between candidate and the organization’s values, goals, norms, and
attitudes; fit with unique organizational culture or climate.
Physical Attributes
4%
Evaluation of stamina and agility; and general characteristics, like an
evaluation of physical appearance.
NOTE: Frequency of Use = the relative frequency with which these constructs are evaluated in the interview.
SOURCE: From Allen I. Huffcutt, James M. Conway, Philip L. Roth, and Nancy J. Stone, “Identification and Meta-Analytic
Assessment of Psychological Constructs Measured Employment Interviews,” Journal of Applied Psychology 86 (2001): 897–913.
© 2008 Thomson/South-Western. All rights reserved.
10–5
Making a Selection Decision
• Structured versus Unstructured Interviews
▪ Using an unstructured (as opposed to structured) getacquainted interview results in subjective, global
evaluations that are not very useful, although the
interviewer believes they are.
▪ Structured interviews rely on a disciplined method for
collecting job-relevant information, including the use
of a job analysis that identifies questions aimed at
attitudes, behaviors, knowledge, and skills that
differentiate high performers for a particular job.
© 2008 Thomson/South-Western. All rights reserved.
10–6
Model of Interview Structure
• Evaluation Standardization
▪ Includes scoring each item, relying on anchored rating
scales, and summing scores across multiple dimensions
• Question Sophistication
▪ Is focusing on job-related behaviors, including the use of
follow-up probes
• Question Consistency
▪ Asking all applicants the same questions derived from a
job analysis, using the same interviewer(s)
• Rapport Building
▪ Involves getting to know each other through casual
conversation at the beginning of the interview
© 2008 Thomson/South-Western. All rights reserved.
10–7
Screening and Selection Interviews
• Screening Interview
▪ Questions to check credentials and licensure requirements
and the evaluation of an applicant’s minimum work
requirements and experiences needed for the job
• Selection Interview
▪ Questions concerning job-related knowledge, interpersonal
skills, problem-solving skills, and other work-related
experiences and behaviors
© 2008 Thomson/South-Western. All rights reserved.
10–8
Developing Screening Interview Questions
1. Use job analysis information to identify general or
fundamental KSAs that an applicant must possess
and for which the organization does not provide
training.
2. Use “job experts” to identify the most important of
these characteristics.
3. Use a modified Critical-Incidents Technique to
identify questions.
© 2008 Thomson/South-Western. All rights reserved.
10–9
Conclusions about the Use of the Interview
• Do not use a significant portion of a selection
interview to engage in recruiting activities that
detract from its primary purpose—evaluating
characteristics of applicants.
• Limit the number of applicant characteristics
considered to improve the validity of the interview.
• The structured interview is the best format to use for
identifying the best candidate.
© 2008 Thomson/South-Western. All rights reserved.
10–10
Evaluating Interviews as Predictors
• Structured interviews are more reliable than
unstructured interviews
• The use of multiple independent raters increases the
reliability of the interview
• Both behavior description interviews and situational
interviews have produced good results
• The behavior-type interview added to the prediction
of job performance beyond that provided by the
situational interview
• Both interview types were perceived as equally fair
to candidates
© 2008 Thomson/South-Western. All rights reserved.
10–11
Evaluating Interviews as Predictors
(cont’d)
• Coaching of interviewees can significantly improve
candidate performance in the situational interview
• While reviews of validity of the interview have
focused on criterion-related validity, a content
validity strategy is also a relevant approach
• The courts have accepted the job-relatedness of
structured interviews, and this has proven to be an
effective defense against discrimination lawsuits
© 2008 Thomson/South-Western. All rights reserved.
10–12
Discrimination and the Interview
• Problems with Discrimination in Interviews
▪ Decisions of the selection interview can lead, or assist
in leading to, disparate treatment or a pattern of
disparate impact
▪ Interviews cannot be defended regarding job
relatedness if inappropriate and/or non-job related
questions asked of applicants.
© 2008 Thomson/South-Western. All rights reserved.
10–13
TABLE 10.2
Selected Court Cases Treating the Selection
Interview
Cases in Which Discrimination
Was Found
Court Comments
Stamps v. Detroit Edison (1973)
All interviewers were white
Interviewers made subjective judgments about applicant’s personality
No structured or written interview format
No objective criteria for employment decisions
Weiner v. Country of Oakland
(1976)
All interviewers were male
Interview questions suggested bias against females
Selection decision rule not clearly specified
King v. TWA (1984)
Female applicant did not receive same questions as males
History of interviewer’s gender bias
Robbins v. White-Wilson
Medical Clinic (1981)
No guidelines for conducting or scoring interview
Interviewer’s evaluation seemed racially biased based on own comments
Gilbert v. City of Little Rock, Ark.
(1986)
Content validity inappropriate defense for measurement of mental
processes
Failure to operationally define KSAs
Dissimilarity between exam questions and actual work situations
Bailey et al. v. Southeastern Area
Joint Apprenticeship (1983)
Content of questions discriminatory toward women
Defense did not conform with EEOC Uniform Guidelines
Unclear instructions for rating applicant performance
Jones v. Mississippi Department
of Corrections (1985)
Little evidence of specific questions used
No scoring standards
No cutoff score for selection
© 2008 Thomson/South-Western. All rights reserved.
10–14
TABLE 10.2
Selected Court Cases Treating the Selection
Interview (cont’d)
Cases in Which Discrimination
Was Not Found
Court Comments
Harless v. Duck (1977)
Structured questionnaire
Questions based on job analysis
Relationship between interview performance and training
Maine Human Rights Commission v.
Department of Corrections (1984)
Measurement of personality-related variables permitted
KSAs listed
Formal scoring system used
Minneapolis Commission on Civil
Rights v. Minnesota Chemical
tests
Dependency Assoc. (1981)
appropriate
Permissible to use subjective measures of certain applicant
characteristics that cannot be fully measured with objective
Additional questions asked only of this applicant were
Qualifications for job were posted
A set of formal questions was asked of all applicants
Allesberry v. Commonwealth
of Pennsylvania. (1981)
© 2008 Thomson/South-Western. All rights reserved.
Nonscored questions used
Written qualifications available to interviewer
Posted notice of required qualifications
Permissible to use subjective measures of administrative ability
that cannot be fully measured with objective tests
10–15
Research Findings on Discrimination
• Direct (main) effects due to candidate race, sex, age and
other demographic characteristics on interviewer ratings
generally are small and inconsistent.
• Demographic similarity between employee and
interviewer results in mixed or small effects on
interviewer evaluations.
• Applicant disclosure of non-obvious disabilities tends to
increase the likelihood of obtaining a hiring
recommendation from the interviewer.
• The use of structured interviews and experienced
interviewers appears to reduce the influence of
demographic variables and biases.
© 2008 Thomson/South-Western. All rights reserved.
10–16
FIGURE 10.1 A Model of the Selection Interview
SOURCE: Robert L. Dipboye, “The Selection/Recruitment Interview: Core Processes and Contexts,” in The Blackwell Handbook
of Personnel Selection, ed. Arne Evers, Neil Anderson, and Olga Voskuijil (Oxford, UK: Blackwell Publishers, 2004), 121–142.
© 2008 Thomson/South-Western. All rights reserved.
10–17
Validity of the Interview
• Interview Validity
▪ Is increased using a standardized process for
gathering, recording, and interpreting applicant
suitability information
▪ Is increased either by standardizing the interview,
or by relying on multiple interviewers arriving at
independent evaluations for each candidate.
▪ Is affected by the complexity of the job—using
hypothetical questions (i.e., situational interviews)
is not as appropriate as using questions about
what the candidate has done in actual situations
(i.e., behavioral description interviews)
© 2008 Thomson/South-Western. All rights reserved.
10–18
Developing Interview Questions
• The Situational Interview
▪ Conduct a job analysis using the Critical Incidents
Technique to identify examples of good and poor job
performance
▪ Sort incidents into groups of similar behaviors
(behavioral dimensions)
▪ Select the most appropriate incidents and write
related interview questions
▪ Develop response scales for each question
▪ Applicant scores are derived by summing their ratings
on each scale
© 2008 Thomson/South-Western. All rights reserved.
10–19
TABLE 10.3
Examples of Situational Interview Questions and
Scoring Scales
1. Your spouse and two teenage children are sick in bed with colds. There are no relatives or friends
available to look in on them. Your shift starts in three hours. What would you do in this situation?
1 (low)
I’d stay home—my family comes first.
3 (average) I’d phone my supervisor and explain my situation.
5 (high)
Since they only have colds, I’d come to work.a
2. A customer comes into the store to pick up a watch he had left for repair. The repair was supposed
to have been completed a week ago, but the watch is not back yet from the repair shop. The
customer is very angry. How would you handle the situation?
1 (low)
Tell the customer the watch is not back yet and ask him or her to check back with you later.
3 (average) Apologize, tell the customer that you will check into the problem, and call him or her back later.
5 (high)
Put the customer at ease and call the repair shop while the customer waits. b
3. For the past week you have been consistently getting the jobs that are the most time consuming
(e.g., poor handwriting, complex statistical work). You know it’s nobody’s fault because you have
been taking the jobs in priority order. You have just picked your fourth job of the day and it’s
another “loser.” What would you do?
1 (low)
Thumb through the pile and take another job.
3 (average) Complain to the coordinator, but do the job.
5 (high)
Take the job without complaining and do it.c
aGary P. Latham, Lise M. Saari, Elliot D. Pursell, and Michael A. Campion, “The Situational Interview,” Journal of Applied Psychology 4 (1980): 422–427.
bJeff A. Weekley and Joseph A. Gier, “Reliability and Validity of the Situational Interview for a Sales Position,” Journal of Applied Psychology 3 (1987): 484–487.
cGary P. Latham and Lise M. Saari, “Do People Do What They Say? Further Studies on the Situational Interview,” Journal of Applied Psychology 4 (1984): 569–573.
© 2008 Thomson/South-Western. All rights reserved.
10–20
Developing Interview Questions
(cont’d)
• The Behavior Description Interview
▪ Conduct a job analysis using the Critical Incidents
Technique to identify examples of good and poor job
performance
▪ Sort incidents into groups of similar behaviors
(behavioral dimensions)
▪ Identify each dimension as describing either
maximum or typical performance of the individual
▪ Develop questions and probes (follow-up questions)
for both experienced and inexperienced applicants
▪ Score applicants by rank-ordering them on each
dimension, then total individual scores.
© 2008 Thomson/South-Western. All rights reserved.
10–21
TABLE 10.4
Examples of Behavioral Description Interviewing
Questions and Scoring
1. It is often necessary to work together in a group to
accomplish a task. Can you tell me about the most
recent experience you had working as part of a group?
(The following are probe questions.)
a. What was the task?
b. How many people were in the group?
c. What difficulties arose as a result of working as a group?
d. What role did you play in resolving these difficulties?
e. How successful was the group in completing its task?
f. How often do you work as part of a group?
2. Tell me about a time when you aided an
employee in understanding a difficult policy.
(The following are probe questions.)
a. What was the policy?
b. How did you know that the employee was having
trouble understanding?
c. What did you do or say that helped?
d. How did you know that you had been successful?
e. What steps did you take to change the policy?
SOURCE: Based on Tom Janz, Lowell Hellervik, and David C. Gilmore, Behavior Description Interviewing (Boston: Allyn & Bacon, 1986).
© 2008 Thomson/South-Western. All rights reserved.
10–22
TABLE 10.5
Recommendations for Interview Use
1. Restrict the use of the interview to the most job-relevant KSAs.
2. Limit the use of preinterview data about applicants.
3. Adopt a structured format by predetermining major questions to
be asked.
4. Use job-related questions that address important KSAs for job
knowledge, social interaction, personality, and habitual behaviors
5. Use multiple questions for each KSA.
6. Rely on multiple independent interviewers.
7. Apply a formal scoring format that allows for the evaluation of
each KSA separately.
8. Train interviewers to accurately receive and critically evaluate
information and to be aware of their behaviors in the interview.
© 2008 Thomson/South-Western. All rights reserved.
10–23
TABLE 10.6
Selection Plan for the Job of Maintenance
Supervisor
© 2008 Thomson/South-Western. All rights reserved.
10–24
TABLE 10.7
KSA 1:
Selection Interview Questions for the Job of
Maintenance Supervisor
Ability to give verbal work instructions to laborers regarding
construction and repair
What instructions would you give a work crew that was about to string a 220volt electric cable in a laboratory building under construction?
KSA 2:
Ability to schedule work crews for specific tasks
You are in charge of a work crew of twelve. Included in this are four
experienced carpenters and two electricians. These six are also permitted to
do other jobs. You are to finish a 100 200 area that will have five separate
offices and a general meeting room. Tell me the first five tasks that you would
assign your crew and how many people you would put on each task. How long
should each task take?
KSA 3:
Ability to direct multiple work crews and work projects simultaneously
Go back to the situation in the previous question. Tell me which tasks you
would try to complete in the first two days. Which sequence of tasks would you
schedule? How would your work crews know when to start a new task?
© 2008 Thomson/South-Western. All rights reserved.
10–25
TABLE 10.8
An Example of Interview Rating Scales of KSAs
© 2008 Thomson/South-Western. All rights reserved.
10–26
Train the Interviewer
• Critical Interviewer Skills
▪ Accurately receiving information
Hearing what the respondent said
Observing the applicant’s behavior
Remembering the information received.
▪ Avoiding errors in evaluating information received
The halo effect
Distributional rating errors of central tendency and leniency
The similar-to-me effect
The contrast effect
The first-impressions error
© 2008 Thomson/South-Western. All rights reserved.
10–27
Train the Interviewer
(cont’d)
• Critical Interviewer Skills (cont’d)
▪ Regulating behavior in delivering questions
Not talking excessively
Not interacting differently due to interviewer similarity to
applicant
Maintaining control of the interview
• Results of Interviewer Training
▪ Reduces common rater errors
▪ Enhances reliability of interviewer judgments
▪ Fosters more sophisticated questioning strategies
© 2008 Thomson/South-Western. All rights reserved.
10–28
Train the Interviewer
(cont’d)
• Components of an Interviewer Training Program
▪ Identify specific behavioral objectives
▪ Have interviewer trainees demonstrate and review
their skills
▪ Evaluate trainees and offer suggestions for change
▪ Have interviewers attend training sessions on a
regular to acquire, refresh, and maintain interviewer
skills
© 2008 Thomson/South-Western. All rights reserved.
10–29
Key Terms and Concepts
• Demographic similarity
• Interview validity
• Structured interview
• Situational interview
• Unstructured interview
• Behavior description
interview
• …
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