Advanced Recruitment & Selection - Lecture 05, 09-10-2010

8/8/2019 Advanced Recruitment & Selection - Lecture 05, 09-10-2010

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Dr. Sajid Hussain Awan

08.10.2010


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` Second Rounds and Offers,` Structuring Compensation Offers,

` Different types of questions for a test or interview,

` Documenting the interview

` Job Performance: Assessment Issues in PersonnelSelection,` The Prediction of Typical and Maximum Performance in

Employee Selection

` The Prediction of Contextual Performance.

` Decision Making in Selection,` Ethnic Bias

` Background and reference check.


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` To give the candidates an up-close view of who

you are and what it would be like to work for

you (the organization);

` To provide an opportunity for you (the

organization) to assess their backgrounds and

their fit with the company and your jobs; and

` To continue to build your reputation withcandidates and your internal capability to recruit

top talent into the company.


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` One of the top challenges recruiters hear over and

over is:

How do we recruit, develop, andkeep the best talent?

` The above challenge continues to haunt theorganizations radar screens


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`Whether vigorously growing or decidedly slowing,

the best and the brightest employees are always instrong demand by great companies or by those

aspiring to be so.

` It takes strategy, imagination, and execution torecruit, develop, and keep this talent whether new

recruits or your current employees.

` To build a recruiting program from the ground up

from determining your hiring needs to researching

and evaluating schools to creating a winning

presence on your chosen campuses.


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` To improve significantly, or expand strategically, an existing

recruiting Program.` To gain insight on best practices across industries in

interviewing, interviewer training, the callback process,

compensation/offers, and job descriptions

`

To add to your repertoire, your toolkit as a manager ofpeople or as an HR professional retention strategies, recruiting

on-the-fly when theres no time for planning, and top

employment related websites, among other critical knowledge

and skills

` To benefit from the advice of a diversity of frontline managers

a CFO, COO, VPs of HR, marketing, and engineering, among

others on what works for them, their philosophies and

approaches, and their proven ideas


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Plan and execute on-site second rounds

Design the Agenda

Involve a mix of levels, functions, and personalities, but the emphasis

is on interviewing

For any events, speeches, interviews, and activities, you also need a

designated timekeeper to keep people on track and moving.

Rate the candidates and decide on offers

Make offers that get accepted

Do your homework

Decide on choosing to make offers i.e. sequentially, in waves, or open

Turn up the volume to make the offers feel really special Make a point, without going over the top, to keep in contact with all

those youve made offers to.

Get feedback, give thanks, make improvements, start again


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` Foundational knowledge: what is total

compensation?

Define components of compensation like base

salary, short-term incentives, benefits andperquisites; long-term incentives etc.

` A macro view: external considerations

` A micro view: internal considerations


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` Approach the negotiation as if you are already on the same

side of the table with the candidate and on the same team.Try to create a win-win situation.

` Ascertain the candidates motivations, what he or she values

most, and what components of the total package, tangible

and intangible, are have-to-haves or give-aways.

` Get a sense of what would make the candidate say yes or

walk away.

`

Know your own degrees of freedomwhat you can orcannot negotiate or are willing to do or not to do. Know

your walk-aways as well, since eight out of ten candidates

will try to negotiate for more.


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` The sum total of the elements you are

negotiating include:

Base salary - Timing of first salary review

Sign-on bonus - Bonus target

Stock option grant - Relocation features

Title - Vesting schedules

Start dates - Benefits

Relocation support - Vacation


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` How excited and happy you are to be able to make an offer.

` The main components of the offer. For stock options, anypertinent information you can share (how many? current

valuation of the company, and the vesting schedule). Any

special circumstances of the job, such as three rotations of 8 to

12 months, each including one international assignment.` For the compensation components that are more complex or

detailed (relocation or medical benefits), let them know that

someone in HR will be calling to follow up. If your company

has a brochure, a Website address, or a one-pager with thiskind of information, you could give that to them for reading

and they can ask questions later when the HR manager

follows up.


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` Time to consider the offer, and the deadline for responding. It helps here if the deadline is firm, and if you

tell them why. An explanation may be that many

candidates are waiting in the wings, and if the candidate

doesnt accept your offer, you need to go to other candidates before they have already accepted other jobs.

Appeal here to the sense of fair play and responsibility to

peers.

` Ask whether the candidate has questions or needs moreinformation to make a decision, and indicate how youll

follow up.


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Competency based question : Competency is definedas skills, traits, quality or characteristics, a persons

ability to effectively perform the duties and

responsibilities of a job. Questions posed to identify

such traits and abilities of applicant are known ascompetency based question.

There are four categories of competencies: Tangible or measureable skills;

Knowledge; Behavior; and

Interpersonal skills


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Focusing on one set of competencies at the cost ofothers can negatively effect the overall recruiting

process.

Competent people are considered as better performer

than others. They enjoy their work and are more satisfied workers,

which ultimately effects their productivity and level of

customer satisfaction.

They remain with the organization for longer time and

help reducing the turn over rate.


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` Competency based questions focus on relating past job

performance with probable future on the job behavior.` These questions are based on specific job related skills, abilities

and traits and the answer reveal the likelihood of similar future

performance.

` CBQs seek specific examples that will allow you to project how an

applicant is likely to perform in your organization. However the

accuracy of such prediction is subject to similar environmental

condition, as that of the past performance.

` CBQs allow you to make hiring decisions based on facts.

`

These are structured, job specific, and focused on relevant concreteand intangible qualities.

` These questions generally do and should represent 70% of the

entire interview.


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Stage Purpose Percentage of

time

Level of

effectiveness

in askingCBQs

Rapport stage Put applicant at ease 2 % None

Introductory

stage

Begin applicant assessment 3 % Minimal

Core stage Gather information about job

specific skills, knowledge,

behavior, and interpersonal

skills

85 % High

Confirmation

stage

Verify information acquired

thus far

5 % Minimal

Closing stage Last chance for interviewer

to cover relevant

competencies

5 % high


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The interviewer may ask question to check following types of abilities/

competencies: Decision making

Problem solving

Communication

Delegation

Time management Follow instructions

Telephone skills

Juggling multiple tasks

Ideal work environment

Strengths and areas requiring improvement

Working under pressure

Motivation


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Open ended questions- these questions require full, multiple word

responses. The answers generally lend themselves to discussion. e.g. how

would you describe a manager, a leader? How do you manage your time?

Hypothetical questions These are based on anticipated or known job

related tasks for the available opening. E.g. What would you do if..?, How

would you handle..?

Probing questions there are three types of probing questions.

Rationale probing e.g. why, how , when or how often

clarifier probing e.g. what caused that to happen? What happened next etc.

verifier probing e.g. you stated on your resume that .tell us exactly what was

the actual cause? etc.

Close ended questions questions requiring one word to answer. These

questions could be related to past experience or education or any otherrelevant information.


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` Notes serve as a permanent record of an interview, which help interviewers

assess an applicants job suitability in relation to the job descriptions and ascompared with other applicants.

` Effective documentation techniques include:

Only job related facts be referred to

A job description of the applicants behavior, speech, attire, appearance to

help interviewer differentiate between applicants.

Directly quoting applicants responses can be useful for those jobs that do

not carry any experiential or educational requirements.

Interviewers are urged to avoid using point value system tied to forms that

cite subjective categories.

Effective documentation relies on objective language. Any personal options

should be supported by job related information.` Documentation is also useful to the original interviewer and others considering

rejected applicants for future openings and they can be used as evidence on

employment discrimination rules.


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` Reference check becomes a challenging task as the employers

hesitate to disclose information about the employees, fearinglawsuits, on account of privacy or defamation of character.

` Legislation like Fair Credit reporting Act, Common law Doctrine

of Qualified Privilege, may act a hurdle in acquiring background

information about an employee.

` Organizations seeking such information must have a written

policy along with accompanying procedures for HR and others

to follow.

` This policy should clearly state the purpose of such information,

how to get it, what kind of information is necessary, and how itwill be used.


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` Carefully select a vendor to conduct your companys

background checks.

` The safest way to evaluate reference checks is to

view them as one of the factors to consider in making

a final selection.

` Workable reference guidelines can eliminate any

confusion about what to do when asking for or

providing information.

`

Reference and background checklist can help withinformation tracking especially during periods of high

volume interviewing.


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In any selection process, organizations wish

to distinguish between what applicants can

(i.e. maximum performance) and what theywill (i.e. typical performance) do in terms

of their likely job performance.


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ABILITY

MOTIVATION

Maximum:

when highly

Motivated

Typical:

under ongoing

work conditions

Predictor Performance


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` Typical and maximum performance to be different

though related constructs, and measures of ability to

be better predictors for maximum than for typical

performance.

` Predictors, such as structured interviews developedto assess intentions or past choices, may serve

especially well to predict typical performance but

replications of such findings are clearly needed.` Role of motivation and ability during typical and

maximum performance hold true under at least some

conditions.


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Maximum performance situations may demand some

additional skills needed to a lesser extent during typical

performance, such as self-management skills in the

sense of the ability to regulate ones thoughts and

emotions when under pressure. As per pedagogical psychology, and feedback

intervention theory, maximum performance conditions

may raise cognitive interference and anxiety, giving

performers additional foes to battle against while theyare asked to concentrate on the task.


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Measure Predicts . . . performance

Declarative knowledge Maximum

General mental ability (GMA) Maximum

Fluid intelligence/reasoning Maximum

Visual perception Maximum

Perceptuel speed Maximum

Memory Maximum Maximum

Ideational fluency Maximum

Crystallized intelligence MaximumPsychomotor skill Maximum

Physical skill Maximum

Interpersonal skill Maximum

Self-management skill Maximum

Practical intelligence Maximum

Openness to experience Maximum

Extroversion Maximum

Assessment centers Interest Maximum Typical

Conscientiousness Typical

Integrity Typical

Self-efficacy Typical


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Job

performance

dimension

Description

Productivity

or task

performance

This dimension typically refers to the actual counts of the units produced or

ratings of the same, as well as ratings of behaviors deemed to constitute the

core tasks of jobs.

Interpersonal

competence

This refers to how well an individual behaves interpersonally at work as well

as builds and maintains relationships in the work environment; can variouslyinclude

Leadership Behaviors associated with inspiring others, taking charge of situations for

groups, bringing out extra performance in others, motivating others to scale

great heights. Sometimes specific components such as leadership judgment

and decision making could be stressed.

Effort The persistence and initiative shown by individuals in getting tasks done.

Sometimes lack of effort is reflected in facets of the counterproductive

behavior dimensions such as tardiness, absences.

Job

knowledge

Declarative and procedural knowledge to perform the job, including explicit

and implicit rules and procedures to follow.


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Job performance

dimension

Description

Counterproductive

behaviorsNegative behaviors that detract from the value of

employees to the organization, that are disruptive as they

disrupt work-related activities, that are antisocial as they

violate social norms, and that are deviant as they diverge

from organizationally desired behaviors. Includeswithdrawal behaviors, rule breaking, theft, violence,

substance abuse on the job, sabotage, etc. Originally

conceptualized as the polar opposite of citizenship

behavior, recent empirical findings indicate that this is a

separate dimension from citizenship behaviors.

Citizenship

behaviorsAlso referred to as contextual performance, pro-social

behavior, altruism, etc. Refers to the extent an individual

contributes to the welfare of the organization in ways not

formally stated in job descriptions.


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Identifying level of team aggregation Identifying dimensions of job performance that are common

across levels of aggregation

Identifying dimensions of job performance that are unique to

one level Specifying composition models

Assessing equivalence of rater techniques and methods across

levels

Assessing equivalence of rater cognitive processes/biases inindividual and team evaluations

Distinguishing between assessing individual performance of

employees in teams from team performance.


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Are existing dimensions the same in different cultures? Are there new

dimensions of job performance when assessing performance ininternational contexts?

Are the behaviors associated with performance dimensions the same

in different cultures?

Are measurement techniques/rating scales comparable acrosscultures?

Are the relative weights given to the different dimensions in assessing

overall performance the same across cultures?

Which raters (i.e., rating sources) have face validity and are deemed

acceptable in different cultures?

What dimensions should be used in validating predictors for

expatriate selection?

What factors differentially influence the collection of performance

appraisal data across cultures?


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` Contextual performance supports the larger

environment in which task performance occurs

` Contextual performance differs from task

performance in three important ways.

First, task behavior varies across jobs, whereas contextualbehavior is fairly similar across jobs

Second, task activities are more likely to be formally

expected as a job requirement than contextual activities.

Finally, antecedents of task performance are more likelyto involve cognitive ability, whereas antecedents of

contextual performance are more likely to be dispositional

or personality-related.


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` Contextual performance is important for

contemporary organizations.

` There is evidence that contextual performance on

the part of organization members is linked to

individual and organizational effectiveness.

` Attending to and researching contextual

performance and all of its antecedents is likely toenhance even more levels of organizational

effectiveness.


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` While selection measures themselves may show good

predictive validity and thus provide for excellent predictions

of future job performance of candidates, problems can occur

during the decision-making phase of the selection process.

` Difficulties first of all arise when individuals make final

hiring decisions in a less than optimal way; for instance,

under conditions of time pressure and an overload of

information.

`

Additional problems may emerge when conditions underwhich the hiring decisions take place are difficult; for

instance, when relatively few or poorly qualified candidates

apply for a large number of vacancies.


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` There is a range of choices for organizations

faced with decisions regarding personjob fit:

The degree to which the organization is open to the

external labor market; and Decisions about internal movement internal

selection or promotion are based on individual or

group criteria

` Typology of cost reduction, innovation,

and quality enhancement strategies


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` Classification implies that even if the decision on one job is tonot hire, individuals can still be considered for other jobs. Theapproach to decision making also varies depending on thenumber of jobs to be filled.

` The classic selection problem involves identifying the bestperson for a single job and is based on top-down selection from asurplus of applicants on a continuum of ability and suitability for

that job` large employers show less concern for personjob fit and short-

term decision making about specific vacancies

` When a group of applicants is considered for more than one jobsimultaneously, or if an individual who is rejected for one job canalso be considered for a different job, the problem becomes one

of differential classification or placement` The importance of classification decisions is most visible in the

military context, where the hiring problem involves a continualflow of untrained youths who must be channeled into differenttypes of specialized training programs or jobs.


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Decision making during screening:

` Many factors will influence recruiters decision making

at this stage.

` Examples of such factors are the capacity of a firm toattract high-quality applicants and to retain them once

they are on the job


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Decision making during selection:

` When candidates are hired, promoted, or placed in new

jobs to achieve maximal productivity levels, the

accuracy of the prediction of their job performance is atstake.

` A prediction is different from a decision, as a prediction

involves estimating a criterion (the candidates future

job performance), and a decision involves choosingamong several courses of action.


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` The validity of a prediction is of great importance for

the decision outcomes.

` Three stages of selection decision making:

First stage :

What ways assessors combine candidateinformation into a rating on a specific subjective selection

Second stage: How, subsequently, candidate scores on a set of

selection measures are combined in a prediction of future job

performance

Third and last stage: Do alternative ways of combininginformation differ in their accuracy?


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Selection decision making

Types of decisions

Internal & external selection

Classification & placement

Stages of selection & decision strategies

Combining information

Making predictionsDecision outcomes

Macro structural and societal factors

Organizational factors

The decision maker

Decision

processDynamics

Context

Power

Actors

Time


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` The classic economic rationality model comes from

economics and assumes a perfectly rational decision

maker who is completely aware of all possible

alternative choices, is able to work with probability

calculations, and can deal with unlimited complex

computations to determine the best alternatives and to

reach the maximum outcome.

Simons bounded rationality model (Simon, 1957), in

contrast, states that decision makers will satisfice and do not

have the ability to maximize; that is, they will choose an action

that is good enough.


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` Judgmental heuristics outlook. Cognitive psychologicalresearch into judgmental heuristics and biases has led tomore insight into which biases may influence humandecision making.

Three major and well-known biases that are at work when humansare making decisions and that will hinder a fully rational decision-making process

x The availability heuristic (the assessment of probability of an eventdepends on how readily it is remembered);

x The representativeness heuristic (the assessment of probability of an event

depends on its resemblance to similar events that have occurred); andx The anchoring and adjustment heuristic, where a judgment is made by

starting from an initial value (this may be some accidental information,some historical precedent, etc.)


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` Social influences outlook. This phenomenon refers to

decision makers sticking with faulty decisions. Social

forces such as the need to save face, but also

defensively ignoring information, are some of the

reasons thought to be behind the occurrence of

commitment escalation.

` Several exemplary empirical studies on selection

decisions demonstrate how such cognitive andaffectiveinfluences impact upon the decisions made.


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` As employment is viewed more from a societal than

from an organizational perspective, classification and

placement along with other human resource practices,

such as training, replace selection by definition .

` Therefore, shiftingmodels away from selection to

placement and classification is not only a desirable

goal, it is the only goal.


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` Multilevel model of selection decision making outlines three layers of

influence on the decision strategies adopted by organizations and

selectors.

The micro level of the selector highlights the potential for affective

and cognitive distortions, particularly as decision tasks become

more complex or uncertain.

The organizational context of selection decision making comprisesvarious sources of information and pressures, which not only dictate

the direction that an organization may take in terms of hiring

strategy but also directly frames the task of the selector to either

facilitate or constrain decision making.

And recognition of the environment and its role in shaping

organizational selection practice illustrates more macro-structural

forces on decision making, and in turn how selection practice at the

level of organizations has implications for society.


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Predictive bias for four of the most popular types of

selection measures:

` Cognitive ability tests: Differences in mean scores for

various ethnic groups in terms of : Stereotype threat.

Language bias

Different speedaccuracy trade-offs

` Work sample tests,

` Personality inventories, and

` Selection interviews


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` Research findings have shown that equal representationof all ethnic groups in all jobs is unrealistic, as long asthese groups differ in job-related skills and abilities.

` A more valid strategy would be to try to reduce the

differences in skills and abilities themselves byproviding special training and education, bearing inmind that these differences have appeared to be ratherstubborn (Gottfredson, 1988).

` For the moment, the best a personnel psychologist cando is to optimize the predictor measures used, realizingthat fairness in terms of equal representation cannot be achieved at present.


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In todays time, the contextual knowledge

of the company and markets is a must

prerequisite to attract recruiters attention

towards you as the potential talent

required by all organizations

Advanced Recruitment & Selection - Lecture 05, 09-10-2010

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