Chapter 9 Assessing External Candidates
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Chapter 9 Assessing External Candidates
External Assessment Goals
o Maximize fit
o Accurate assessment
o Maximize return on investment
o Generate positive stakeholder reactions
o Support talent philosophy and HR strategy
o Establish and reinforce employer image
o Identify new hires development needs
o Assess ethically
o Ensure legal compliance
Complementary and Supplementary Fit
Complementary fit: when a person adds
something that is missing in the organization or
work group by being different from the others
Supplementary fit: when a person has
characteristics that are similar to those that
already exist in the organization
The Importance of Fit
TEDxMileHigh Natalie
Baumgartner Fit (9:49)
Possible Assessment Outcomes
Calculating Return on Investment
Return on Investment
The savings from avoiding bad hires reflects the
fact that bad hires can actually cost the
organization money.
The return on investment from a new assessment
method is the sum of the economic value of
improved performance and the savings from
avoiding bad hires.
Although staffing should be seen as an
investment rather than a cost, cost is still
important for many companies that simply dont
have the money to invest in more expensive
systems even if they are more accurate at
identifying the best new hires.
The formula provides a way to estimate the return
on investment of any new assessment method.
Identify Development Needs
Assessment tests can also identify new hires
developmental needs.
o If a top candidates assessment scores show that
o his or her organization and time management
o skills are good but their customer service skills
o need further development, post-hire training
o can improve these skills.
Some assessment methods even identify
applicants preferred learning styles, which can
decrease training time, improve training
effectiveness, and increase retention.
Legal Compliance (from the UGESP)
A test of knowledge and abilities must measure a
representative sample of knowledge, skills, or
abilities necessary to perform the job and be
operationally defined.
Knowledge
o Must be defined in terms of behavior.
o Each knowledge must be part of a body of
o learned information that is used in and
o necessary for required and observable job
o behaviors.
Abilities
o Must be defined in terms of observable aspects
o of job behavior.
o Each ability should be necessary for the
o performance of important work behaviors.
o Any selection procedure measuring an ability
o should closely approximate an observable work
o behavior.
To the extent that the setting and manner of the
administration of the selection procedure fail to
resemble the work situation, it is less likely that
the selection procedure is content valid, and the
need for other validity evidence is greater.
Hiring Stages
When people first apply for a job, they are
considered job applicants and are evaluated
against the minimum acceptable criteria for the
job, such as relevant education and skills.
Those applicants passing the initial screen are
considered job candidates and are assessed in
more depth to evaluate their characteristics and
qualifications as defined by the job specification
as well as on dimensions relevant to person-
organization and even person-group and person-
supervisor fit.
o A series of evaluative assessments are often
o performed, with the lowest performing
o candidates being screened out after each phase.
The organization then makes its hiring decision
from the group of finalists that remains after all
assessment methods have been completed.
Googles Hiring Process
How to: Work at Google How We
Hire (4:00)
Assessment Methods
Some External Assessment Methods
Screening methods: narrow a pool of job
applicants down to a smaller group of job
candidates
o Resumes and cover letters
o Job applications and weighted application
o blanks
o Biographical information
o Telephone screens
External Assessment Methods
Evaluative methods: evaluate the pool of job
candidates to determine who should receive job
offers
o Cognitive and noncognitive ability tests
o Values assessments
o Personality assessments
o Integrity tests
o Polygraph tests
o Job knowledge tests
o Behavioral, situational, and case interviews
o Situational judgment tests
o Graphology
o Job simulations
o Work samples
o Reference checks
Contingent methods: job offers are contingent on
passing these
o Medical and drug tests
o Background checks
Derailers: characteristics related to poor fit or
performance that should be screened out
o Being too micromanaging
o Being too sensitive to criticism
o Being too attention-seeking
o Being too moody
o Being high on the dark triad traits of narcissism,
o psychopathy, and Machiavellianism
Comparison of Commonly
Used Assessment Methods
Evaluating a Methods Effectiveness
Validitywhether the assessment method
predicts relevant components of job performance
Applicant reactionsincluding the perceived job
relatedness and fairness of the assessment
method; perceiving sufficient opportunity to
perform, or believing that one had an adequate
opportunity to demonstrate ones ability to do the
job, influences perceptions of the fairness of the
selection process, particularly if the person is
rejected for the job
Return on investmentwhether the assessment
method generates a financial return that exceeds
the cost associated with using it
Selection ratiohaving a low selection ratio
means hiring only a few applicants, which allows
an assessment method to have maximum impact
in improving the performance of the people hired
Adverse impactan assessment method is more
effective if it predicts job performance and other
important hiring outcomes without discriminating
against members of a protected class
Usabilitypeople in the organization must be
willing and able to use the method consistently
and correctly
Types of Interviews
Unstructured interview: questions vary across
candidates and across interviewers; no scoring
key
o Not as job related as structured interviews; legal
o risks
o Difficult to compare candidates because the
o content differed
Structured interview: use standardized, job-related
questions with predetermined scores for different
possible answers
o Behavioral interview question: based on the
o idea that what an applicant did in the past is a
o better indicator of their future job success than
o what they believe, feel, think, or know
? Tell me about a time when you
o Situational interview question: appropriate if
o not all candidates can be expected to have had a
o certain experience (e.g., leading, managing a
o crisis, etc.)
? What would you do if
STAR Technique
When answering behavioral interview questions it
can be useful to follow the STAR response format:
Situation or Task: describe a specific event or
situation, giving enough detail for the interviewer
to understand the situation and your goals
Action that you took
Results that you achieved and what you learned
STAR Response Example
Interview Techniques STAR Method (6:18)
https://www.youtube.com/watch?v=0nN7Q7DrI6Q
Types of Interviews
Semi-structured interview: the interviewer asks a
set of pre-identified open-ended questions, often
behavioral, that prompt discussion and give the
interviewer the opportunity to explore some
responses or themes further
Case interview: interviewer gives the candidate a
situation, problem, or challenge and asks him or
her to address and resolve it
o Popular for consulting positions and jobs that
o require strategic thinking, problem-solving,
o logical reasoning, and analytical skills
Behavioral Interview Question
Situational Interview Question
Weighted Application Blank
Cognitive Ability Tests
Using Multiple Methods
No assessment method is appropriate for all
purposes
Applicant reactions to how they are evaluated are
important; more rigorous assessment processes
can not only be more accurate, but tend to
impress good candidates
Getting consistent evaluations from multiple
assessments increases confidence in the accuracy
of the evaluation
Reducing Adverse Impact
Begin with a valid job analysis
Use strategic sourcing and targeted recruitment to
increase the numbers of qualified minority
applicants
Expand the definition of job performance to
include areas of contextual performance such as
commitment and reliability in addition to task
performance
Use well-developed simulations, interviews,
assessment centers, and situational judgment
tests rather than cognitive ability tests
Combine predictors if a cognitive ability test
predicts job performance but discriminates
against women, using it in conjunction with
another valid assessment method that either does
not have any adverse impact based on sex or that
discriminates against men, can reduce or
eliminate the adverse impact of the cognitive
ability test
Ensure that verbal ability and reading levels of the
assessments are consistent with job requirements
based on a valid job analysis
If only a few applicants are ultimately hired (low
selection ratio), use assessment methods with less
adverse impact early in the selection process and
those with greater adverse impact later in the
process
Use banding to assign the same score to
applicants who score in a range on the
assessment
o Think of grades students scoring from 93 to
o 100% are placed in the A band, from 85 to 95%
o are placed into the B band, etc.
o Only the banded score (A, B, C, etc.) is used to
o compare applicants
o This technique can reduce an assessments
o adverse impact but will also reduce the validity
o of the test
Assessment Plan
After creating a job requirements matrix, the next
step is to identify the best way of assessing each
important job qualification.
The assessment plan describes:
o Which assessment method(s) will be used to
o assess each of the characteristics on which
o applicants will be evaluated
o In what sequence the assessments will take
o place
o What weight each assessment will receive in
o determining an overall score for that
o characteristic based on the importance of each
o characteristic to job performance.
Characteristics that will be trained after hire are
not assigned to any assessment method, but any
existing qualifications required to qualify for the
training program should be listed.
Choosing Assessment Methods
The choice should be based on which methods
best assess the applicant characteristics or
competencies identified as important during the
job analysis as well as the ability of the
assessment method to meet other important
goals of the external assessment process.
Because different methods are good at assessing
different things, and differ in their cost, validity,
applicant reactions, and adverse impact, it is often
necessary to use more than one assessment
method.
Just because an assessment method results in
adverse impact, if it does a good job predicting
job performance it may be worthwhile to
investigate the usefulness of various strategies to
reduce its adverse impact so that it can continue
to be used.
Assessing Ethics
Accurately assessing ethical standards is not
always easy
Some validated integrity tests can assess honesty,
trustworthiness, and attitudes towards risky
workplace behavior, theft, lying, and unethical
behavior
Well-validated structured interview questions can
also work
Moral Distress
Moral distress occurs when a persons values and
perceived obligations are incompatible with the
needs and prevailing views of the work
environment
Managing Moral DistressAnalytics
Algorithms are sometimes used to quickly
evaluate job applicants
o If not created properly, they can perpetuate
o existing biases
o Focus on what predicts employee success and
o whyTechnology
Artificial intelligence and machine learning
algorithms can help us overcome implicit and
explicit boas and improve new hire diversity
o Video scoring algorithms have features that can
o make them essentially blind to many of the
o protected characteristics we unfairly use to
o evaluate others (age, race, gender, etc.)
Strategic Staffing 4th edition © 2020 Chicago
Business Press. All Rights Reserved. May not be
scanned, copied or duplicated, or posted to a
publicly accessible website, in whole or in part
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
CLICK ON THE LINK HERE: https://www.perfectacademic.com/orders/ordernow
Also, you can place the order at www.collegepaper.us/orders/ordernow / www.phdwriters.us/orders/ordernow
Do You Have Any Other Essay/Assignment/Class Project/Homework Related to this? Click Here Now [CLICK ME]and Have It Done by Our PhD Qualified Writers!!