Human Resource Selection, 8e Gatewood Human Resource Selection, 8e © 2017 Cengage Learning® May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.

Simulation Tests Chapter 13 © 2017 Cengage Learning® May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.

Simulation Tests Selection devices that assess applicants by testing situations that resemble actual parts of the job being considered are known as simulation tests, or performance tests © 2017 Cengage Learning® May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.

Consistency of Behavior Wernimont & Campbell: Selection devices are most accurate when behavioral consistency is the major characteristic of the selection program Two types: Signs (secondary indicators of a person’s behavior in job activities) Samples (selection tests that gather information about behaviors consistent with the job behaviors being predicted) © 2017 Cengage Learning® May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.

Consistency of Behavior (2) Signs: Examples: application forms asking for degrees, former job titles, work experience; some unstructured interview questions Samples: two kinds: Instruments that gather information about specific, important job behaviors Simulation exercises that require applicant to complete a set of actions that replicate job behaviors © 2017 Cengage Learning® May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.

Consistency of Behavior Limitations of Simulations Difficult to construct simulation tests that are representative of job activities Simulations are developed assuming that applicants already have the knowledge, ability and skills necessary; if not, must train applicant; test longer, more difficult Simulations are much more expensive tan other selection devices © 2017 Cengage Learning® May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.

Consistency of Behavior Limitations of Simulations (2) Types of Simulation Tests Described by content: Motor (behavioral; requires the physical manipulation of things or equipment or physical movement of applicant Verbal (describes primarily language- or people-oriented exercises like simulating an interrogation, editing a manuscript for grammatical errors, etc. Described by fidelity: The degree to which the simulation matches or replicates the demands and activities of the job © 2017 Cengage Learning® May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.

Work Samples Perhaps the earliest form of simulations Ex: tests of typing and editing a business letter; Automobile repair; carpenters, masons Work sample simulations are high-fidelity simulations Table 13.1 presents examples of various work-sample tests and jobs © 2017 Cengage Learning® May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.

Table 13.1 – Examples of Work-Sample Tests Used in selection © 2017 Cengage Learning® May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.

Table 13.2 – Steps in the Development of Work-Sample Tests © 2017 Cengage Learning® May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.

Work Samples The Development of Work-Sample Tests Step 1: Perform Job Analysis Step 2: Identify Important Job Tasks to be Tested Step 3: Develop Testing Procedures Select Tasks Specify Testing Procedures Establish Independent Test Sections Eliminate Contaminating Factors Select the Number of Test Problems © 2017 Cengage Learning® May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.

Work Samples The Development of Work-Sample Tests (2) Step 4: Develop Scoring Procedures Standards Rules for Scoring Step 5: Train Judges © 2017 Cengage Learning® May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.

Table 13.3 – Criteria Used in Scoring Motor Work-Sample Tests © 2017 Cengage Learning® May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.

Work Samples The Validity of Work-Sample Tests Studies that examine validity have been consistently positive Authors also found only a small difference in validity between objective and subjective criteria measures Work-sample tests show much smaller differences between black and white applicants Other Results of Work-Sample Tests No complaints of inappropriateness of test © 2017 Cengage Learning® May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.

Assessment Centers When simulation tests are used for selection of managers, professionals and executives, they are referred to as assessment centers (ACs) An AC is a procedure for measuring WRCs in groups of individuals (6-12) using a series of devices; many are verbal simulation tests Used for both selection and career development Fidelity of ACs can vary from high to fairly low Some use traditional tests © 2017 Cengage Learning® May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.

Assessment Centers The Beginning of Assessment Centers The Management Progress Study of AT&T Studied career development of men hired for managerial positions Sought to identify the WRCs thought to be related to successful career progress of managers; but how to measure? 3 ½ day assessment center devised Measured personal characteristic of groups of 12 managers at a time Data obtained from these measures related to subsequent advancement © 2017 Cengage Learning® May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.

Assessment Centers What is Measured and How Dimensions Begins with a job analysis to identify clusters of job activities important to the job Each cluster specific, observable, comprising job tasks that are related in some way (dimensions) These measured by the AC devices Table 13.4 provides brief definitions of nine dimensions commonly used in ACs © 2017 Cengage Learning® May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.

Table 13.4 –Behavioral Dimensions Frequently Measured in ACs © 2017 Cengage Learning® May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.

Assessment Centers What is Measured and How (2) Traditional Assessment Devices AT&T ACs often used various traditional tests and interviews, including mental ability, projective personality, and paper-and-pencil personality tests Expensive to score; rarely used now But ACs commonly use an in-depth interview (the background interview) Interview structured, focused on previous job behaviors; formal scoring system; effective © 2017 Cengage Learning® May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.

Assessment Centers What is Measured and How (3) Simulation Tests In-basket – a paper-and-pencil test designed to replicate administrative tasks for job; see Table 13.5 for examples Leaderless Group Discussion (LGD) – designed to represent managerial activities requiring interaction of small groups of individuals to solve a problem successfully; no leader for the group is named © 2017 Cengage Learning® May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.

Table 13.5 –Examples of In-Basket Memos © 2017 Cengage Learning® May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.

Table 13.6 –Example of Leaderless Group Discussion Problem © 2017 Cengage Learning® May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.

Assessment Centers What is Measured and How (3) Simulation Tests (cont.) Case Analysis – each participant is given a long description of an organizational problem that changes according to job being considered; case frequently describes events in a firm, gives relevant financial data, marketing strategy, organizational structure; participant asked to solve dilemma with specific recommendations, presenting supporting data and detailing any changes in company strategy © 2017 Cengage Learning® May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.

Assessment Centers The Training of Assessors Assessors (staff members with responsibility of observing and evaluating behaviors of participants) must have necessary training Must measure behaviors Each must be measured by more than one exercise Each exercise usually measures multiple dimensions Assessor records behavior of participant in exercise and rates the participant on each behavioral dimension (post-exercise dimension ratings (PEDRs) Assessors are usually managers in the organization They discuss, then combine scores © 2017 Cengage Learning® May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.

Assessment Centers The Training of Assessors (2) Understanding the Behavioral Dimensions Assessors must be trained in understanding behavioral dimensions Example: © 2017 Cengage Learning® May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.

Table 13.7 –Types of Abilities to be Developed in Training Assessors © 2017 Cengage Learning® May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.

Assessment Centers The Training of Assessors (3) Observing the Behavior of Participants Initial reaction of assessor is to immediately make judgment, but must instead focus on recording behavior Categorizing Participant Behavior Assessor must record behavior of participant under the proper dimension Determining the Rating of Participant Behavior Assessors must use consistent rating scales © 2017 Cengage Learning® May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.

Assessment Centers The Training of Assessors (4) Determining Dimension and Overall Evaluation Ratings Assessor combines the data on the same dimension across exercises Uses PEDRs to develop DRs Last step: DRs used to form the OAR of the participant’s ability Most critical dimensions weighted more heavily © 2017 Cengage Learning® May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.

Assessment Centers The Validity of Assessment Centers Phase 1: We Love Assessment Centers! ACs’ ratings predictive of movement into middle-level management Also reduced racial and gender differences Some evidence ACs could produce adverse impact For 25 years after development of ACs at AT&T, selection specialists loved them © 2017 Cengage Learning® May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.

Assessment Centers The Validity of Assessment Centers (2) Phase 2: This is Not Working, and It’s Your Fault, Not Mine! 1981, research study focused on failure of ACs to show correlations among dimension ratings If same dimension tested on 3 exercises, correlation between ratings for each should be high (convergent validity); but it wasn’t Many possible reasons Correlations among measures of what are thought to be separate dimensions are not error but an accurate measure of how well the participant is performing © 2017 Cengage Learning® May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.

Assessment Centers The Validity of Assessment Centers (3) Phase 3: Well I Might Have Made A Mistake And We May Be Okay After All This phase began early 2000s Major theme is that the measurement model was incorrect. PEDRs are not the appropriate measure; focus should be on the DRs. AC OAR scores were found to be correlated consistently with various measures of work performance © 2017 Cengage Learning® May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.

Situational Judgment Tests Situational Judgment Tests (SJTs) are verbal simulations, regarded as low-fidelity because they are almost exclusively descriptions of work situations rather than actual replications Ask the respondent to choose among multiple- choice alternatives © 2017 Cengage Learning® May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.

Table 13.8 –Examples…SJT for Entry-Level Management in Financial Firms © 2017 Cengage Learning® May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.