HR Lecture 4.docx

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Department
Management and Organizational Studies
Course
Management and Organizational Studies 1021A/B
Professor
James O' Brien
Semester
Fall

Description
HR Lecture 4 - Recruiting Selection - Given a pool of suitable applicants, how do we make the decision on whom to hire? - Selection defined as matching process on [108]; in MOS 3384 we talk about getting the best available person for the job as the general objective of the staffing process - As a process, selection is continuous and follows the steps in Fig 4.3 o Q: Why are the steps arranged in this particular order? o Resume  screening, interview  test  blab la blab la blab la o Careful thinking about the underlying reasons for this process - Data used in selection processes should have two key properties [109] o Reliability: the degree to which interviews, tests, and other selection procedures yield comparable data over time and alternative measures o Validity: how well a test or selection procedure measures a person’s attributes o Use statistics to estimate; inference is important in HR due to psychological aspect - Where does the data come from? o Application forms and resumes o The employment interview  1:1  Panel or group interview – produce aggregate judgment  Telephone interview  Internet – e.g. Skype for long distances o Interview questions  Structured (BDI and SI) – increases in reliability and validity  Unstructured – ask interviewee anything; unreliable, lower average validity; not a recommended interview technique o Make interview reliable measurement by asking same question – consistent process o Example questions on interviews:  The work here is often very busy, and timeframes can be tight. Tell me about a time when you had too much work to do and not enough time to do it. How did you handle it? – Behavioural question; retrieve specific past story  This favours experienced interviewees because they have more stories and experience with behavioural questions! Students may have trouble in retrieving appropriate examples  Imagine a customer wants to return something without a store receipt, and you suspect that it was purchased elsewhere. How would you respond in a situation like this? – Situation questions; goal-setting  Since inexperienced interviewees are bad with behavioural, to be fair, interviewer may want to lean on more situational questions for the young interviewees! - Interview practice o The claim: structured interviews are more reliable (and more valid!) than unstructured interviews o The evidence: meta-analytic studies combining data from many individual studies show higher average predictive validities for structure (.51) than unstructured (.38) formats o How come? Human judgment as a source of error, structure increases consistency across interviewers o So what? Prefer structure, given selection goals - Interview practice again o The claim: interpersonal skills and motivation are probably best evaluated by the interview o The evidence: Huffcutt, Conway, Roth and Stone (2001) in JAP. Structured and unstructured interviews measure different things o How come? Things measured in the structured interview tend to be more job-related o So what? Match methods to what you seek to measure with care Selection - Interviewer guidelines [1-10, P. 114-115] – highlights: o What about nonverbal cues? Be careful with these o Separate facts from inferenc
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