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Chapter 7 Employee selection Multiple choice questions 1. In their selection processes, employers are giving increasing emphasis to: a. computer-based skills. *b. behavioural and attitudinal characteristics. c. assessment centres. d. unstructured interviews. General Feedback: Page 252. Learning Objective 1. Factual. Many organisations are focussing on job applicants' cultural fit and thus on attitudes and behaviours in their selection decisions believing that job skills are more trainable. 2. Selection criteria should: a. include all the performance indicators identified in recruitment. b. correspond closely to how a job is performed now and in the future. *c. be consistent with the organisation's strategic direction and culture. d. reflect the standard of applicants from which a choice is to be made. General Feedback: Page 252. Learning Objective 1. Factual. An organisation's success depends on it having the right people in the right place at the right time. The strategic business objectives and culture should determine the people selected.

3. Which of the following is not one of the major research findings about interviewing? a. Interviewees who play hard to get are rated more highly. b. Unfavourable information outweighs favourable information. c. Interviewers' post-interview ratings are highly related to their pre-interview impressions. *d. Interviewers are less likely to change their initial opinion of the applicant from positive to negative than from negative to positive. General Feedback: Page 267. Learning Objective 5. Factual. Research has shown that interviewers are more likely to change their initial opinion from positive to negative.

4. Criteria that is used to distinguish successful from unsuccessful job performance is required to be: a. objective and subjective. b. vague and subjective. *c. reliable and valid. d. flexible and situational. General Feedback: Page 257. Learning Objective 2. Factual. Employers should only use predictive measures of job success that are valid and reliable. 5. Validity in relation to selection refers to: a. the value of the position to the organisation's future direction. *b. the extent to which something measures what it claims to measure. c. the extent to which a measure is consistent and dependable. d. how badly an applicant wants to acquire a particular position. General Feedback: Page 255. Learning Objective 2. Factual. Validity is the ability of a test or other selection technique to measure what it sets out to measure.

6. The identification of criteria necessary for the successful performance of a job is derived from: a. an employee skills inventory. b. a job specification document. c. the human resource plan. *d. a job description document. General Feedback: Page 256. Learning Objective 2. Factual. The detail of the job description including duties and responsibilities and relationships helps to identify the criteria for job success. 7. The two approaches that HR managers use to determine the validity of criteria are: a. past performance and future strategies. *b. concurrent validity and predictive validity. c. subjective observation and behavioural patterns. d. performance validity and result validity. General Feedback: Page 255. Learning Objective 2. Factual. Concurrent validity is based on giving existing employees a criterion predictor (such as an aptitude test) and correlating the scores with job

performance. To determine whether a criterion predictor actually predicts competent performance, the criterion predictor is given to all job applicants and then at a later stage this is correlated with job performance. This latter process determines the predictive validity.

8. If a performance predictor lacks reliability an organisation could find that the applicant chosen for a position: a. is totally unable to perform the tasks required. b. is unaware of the necessary tasks to be performed on the job. *c. may perform well one time and poorly the next. d. does not have a personality to fit the existing culture. General Feedback: Page 257. Learning Objective 2. Factual. A predictor is reliable if individuals obtain essentially the same scores or rankings each time they are tested. 9. Test/retest, split halves, and parallel forms are all methods for measuring: a. employee ability. b. organisation compatibility. c. employee personality. *d. predictor reliability. General Feedback: Page 257. Learning Objective 2. Factual. Predictor reliability is measured using one of these three methods.

10. The most correct order of the steps in the selection process is: *a. application form; interview; medical examination; placement on the job. b. placement on the job; background investigation; medical examination. c. preliminary interview; background investigation; interview. d. preliminary screening; application form; placement on the job. General Feedback: Page 258. Learning Objective 3. Factual. Figure 7.3 sets out an example of the selection steps that may be utilised. However, procedures can vary widely from organisation to organisation. 11. When using telephone screening to determine if candidates satisfy minimum requirements, the questions asked should be: a. related to formal qualifications and relevant experience. *b. related to issues critical to job requirements.

c. varied according to the age and sex of the applicant. d. open-ended and enquire about previous positions held. General Feedback: Page 260. Learning Objective 3. Factual. In telephone screening, a few simple questions related to critical job requirements should be prepared beforehand and they should be asked in the same way for each candidate. 12. Behavioural interviews are based on the assumption that: a. an unstructured interview is a better indicator of future performance. *b. the best predictor of future performance is past performance. c. interviewing as a selection technique has serious shortcomings. d. peoples' behaviour in interviews follows predictable patterns. General Feedback: Page 267-68. Learning Objective 5. Factual. The behavioural interview probes details of situations and how applicants handled those situations. This allows the interviewer to judge how well the applicant performed in that situation and thus develop an idea of the applicant's typical behaviour pattern. 13. Where there is an attempt to identify the relationship between an application form item and job performance measures, this is known as a: a. numbered application form. b. detailed personality test. c. performance review form. *d. weighted application form. General Feedback: Page 260. Learning Objective 3. Factual. Weighted application forms are designed to overcome interviewer subjectivity by assigning a weight or loading to application form items to produce a weighted score. 14. The completed application form is: a. a strong predictor of success in lower level positions. b. becoming cluttered with non-job related questions. *c. a valuable tool in screening out unqualified applicants. d. no longer a useful selection tool in an age of on-line applications. General Feedback:

Page 260. Learning Objective 3. Factual. The application form is the basic source of employment information and thus is very useful for culling applicants who do not meet the minimum requirements of the role e.g. a trade qualification.

15. What information should NOT be requested on an application form? *a. Criminal records and/or traffic convictions b. Previous employment c. Qualifications d. Contact details of referees General Feedback: Page 261. Learning Objective 3. Factual. This type of information should not be included in an application form. However, it can be asked for during an interview although interviewers should be aware of 'spent convictions' legislation and as long as such questions are relevant to the job. 16. The curtailment of the polygraph in the US has seen the widespread adoption of: a. assessment centres. b. panel interviews. c. genetic screening. *d. honesty tests. General Feedback: Page 284. Learning Objective 5. Factual. Legislation has severely restricted the use of polygraph tests by private employers in the United States. As a result, many employers have utilised honesty tests which are designed to ask applicants about their attitudes towards theft and dishonesty or about admissions of theft or illegal behaviour. 17. Which of the following tests have traditionally been the most difficult tests to evaluate and the most sensitive to use in employee selection? a. Aptitude tests b. Intelligence tests *c. Personality tests d. Interest tests. General Feedback: Page 264. Learning Objective 4. Factual. The concept of personality is hazy and the relationship between job performance and personality traits can be vague or non-existent. Hence, many candidates may question the face validity of such tests as a selection tool. 18. Interest tests are specifically useful for:

*a. helping individuals contemplating a career change. b. measuring a candidate's ability to learn quickly. c. predicting aptitude for a particular type of job. d. measuring a candidate's emotional stability. General Feedback: Page 263. Learning Objective 3. Factual. Interest tests aim to measure how an applicant's interest patterns compare with the interest patterns of successful people in a similar job.

19. In-basket exercises dealing with a series of memos, emails and letters is a selection tool associated with: a. group interviews. b. polygraph tests. *c. assessment centres. d. honesty tests. General Feedback: Page 283. Learning Objective 5. Factual. In-basket exercises are one of a range of selection tools used in assessment centres. 20. Face validity refers to: *a. where a test item or question appears to make sense or to be logical. b. the extent to which a measure is consistent and dependable. c. the ability of a test or other selection tool to measure what it sets out to measure. d. a statistical procedure showing the strength of the relationship between two variables. General Feedback: Page 262. Learning Objective 4. Factual. Face validity can be important in an applicant's perception of the fairness of a selection tool; those tests which are perceived by applicants as being job related are positively correlated with the attractiveness of the organisation. 21. The most widely used selection technique is the: a. aptitude test. *b. employment interview. c. assessment centre. d. personality test. General Feedback: Page 266. Learning Objective 5. Factual. Despite some pitfalls associated with the interview process, it remains the most popular selection technique.

22. Using a structured interview: a. ensures that the interviewee feels that their application is taken seriously. *b. ensures that all relevant information on the candidate is systematically covered. c. allows the interviewer to focus on specific issues that are crucial to the applicant's ability to perform the job. d. ensures that all members of the interview panel have some input into the selection decision. General Feedback: Page 266. Learning Objective 5. Factual. The structured interview uses a predetermined format that enables the interviewer to cover all relevant questions systematically.

23. Behavioural interviews are based on the assumption that: a. an unstructured interview is a better indicator of future performance. *b. the best predictor of future performance is past performance. c. interviewing as a selection technique has serious shortcomings. d. people's behaviour in interviews follows predictable patterns. General Feedback: Page 267. Learning Objective 5. Factual. The behavioural interview probes details of situations and how applicants handled those situations. This allows the interviewer to judge how well the applicant performed in that situation and thus develop an idea of the applicant's typical behaviour pattern.

24. The purpose of the employment interview is: *a. to give and get information that will help the interviewer make a decision about the applicant's suitability. b. to clarify and check the accuracy of information provided in the application form. c. to determine whether the candidate has the character and personality to work well with existing employees. d. to ensure that the organisation is adhering to regulations relating to EEO legislation. General Feedback: Page 268. Learning Objective 5. Factual. The overriding objective of the interview process is to give and get information that will help the interviewer determine if the applicant is suitable for the position.

25. Meetings in which several job applicants interact in the presence of one or more company representatives is known as:

*a. group interviews. b. panel interviews. c. group screenings. d. group assessment. General Feedback: Page 282. Learning Objective 5. Factual. Group interviews often take the form of a problemsolving exercise or a leaderless group discussion, with the interviewer(s) acting as observer(s).

26. Research shows that interviewers make a judgement about an applicant: a. when reading the written application. b. after the interview has concluded. *c. in the first three to five minutes of the interview. d. based on their ability to communicate. General Feedback: Page 271. Learning Objective 5. Factual. The onus is on the interviewer not to make quick decisions since the research suggests that there is a tendency to make a snap judgment about an applicant at the start of an interview and spend the rest of the interview trying to justify the initial decision. 27. The most correct statement about research and the employment interview is: *a. interviewers develop their own stereotypes of a good applicant and select those who match the stereotype. b. favourable information outweighs unfavourable information. c. interviewers are more likely to change their initial opinion of an applicant from negative to positive than from positive to negative. d. applicants who demonstrate greater eye contact, head moving, smiling and other similar nonverbal behaviour receive lower evaluations. General Feedback: Page 271. Learning Objective 5. Factual. Research evidence indicates that interviewers tend to develop stereotypes of what they believe a good applicant should be like and then look for those stereotypical qualities in job candidates.

28. In order to guarantee a safe working environment, organisations such as Qantas use: *a. random drug tests. b. genetic screening. c. medical examinations. d. screening for HIV/AIDS.

General Feedback: Page 280. Learning Objective 5. Factual. These companies screen personnel for alcohol and drug abuse but this remains a very sensitive issue.

29. The approach to selection that uses a series of steps, and eliminates candidates who fail a step is the: a. the compensatory approach. b. the collective step approach. *c. the successive hurdles approach. d. the contemporary behavioural approach. General Feedback: Page 285. Learning Objective 6. Factual. The successive hurdles approach involves the screening out of candidates at each stage of the selection process. 30. An accurate record of interview should be kept because: a. it can help to remind the interviewer why certain decisions were made. *b. it can help to prove that the selection decision was not discriminatory. c. human resources/personnel need to have copies on file for audit purposes. d. it can be used to monitor the effectiveness of recruitment and selection processes. General Feedback: Page 275. Learning Objective 5. Factual. Unfortunately, many interviewers fail to record the results of interviews while it is fresh in their mind. Accuracy is important to support the decisionmaking process and demonstrate that the decision was not discriminatory. 31. Biographical information blanks are used to: a. collect relevant personal data about each applicant for the personnel files. *b. compare the responses given by applicants with those of high-performing employees. c. ensure an increase of workforce diversity in the organisation's staff profile. d. check the accuracy of data collected during the interview from each candidate. General Feedback: Page 281. Learning Objective 5. Factual. The BIB uses seemingly irrelevant questions and characteristics associated with high performing employees as a predictor of job success. 32. A disadvantage of panel interviews is: a. a less thorough questioning of the applicant is likely. b. a less thorough preparation of the interview is undertaken by panel members.

*c. the experience can be quite stressful for the interviewee. d. it fails to overcome any idiosyncratic biases that individual interviewers might have. General Feedback: Page 282. Learning Objective 5. Factual. A panel interview can result in a more thorough questioning of the candidate, but has the potential to be a very stressful experience for the interviewee. 33. Which of the following questions can be asked in an application form? a. What is your place of birth? *b. Are you an Australian resident? c. What is the name of your spouse's employer? d. Is English your first language? General Feedback: Page 260-61. Learning Objective 3. Factual. Applicants may be asked their residency status if Australian residency is a job requirement. All other questions are discriminatory. 34. The Stromberg Dexterity Test and the Australian Council for Educational Research (ACER) Mechanical Reasoning Test are examples of which type of test? a. Interest test *b. Aptitude test c. Personality test d. Intelligence test General Feedback: Page 263. Learning Objective 4. Factual. Aptitude tests are test of specialist abilities that are required in particular jobs.

35. Which of the following are known as the 'Big Five' of personality dimensions? *a. Emotional stability, agreeableness, conscientiousness, extroversion and openness b. Emotional stability, need for control, conscientiousness, introversion and openness c. Assertiveness, need for control, conscientiousness, extroversion and openness. d. Assertiveness, agreeableness, creativity, introversion and ambition. General Feedback: Page 265. Learning Objective 4. Factual. Research indicates that HR managers wishing to predict job performance, training proficiency, counterproductive behaviours, leadership potential and emotional behaviour would best employ a 'Big Five' personality questionnaire as part of their selection processes.

36. Without a systematic approach that examines reliability and validity: a. the selection decision can be undermined by poor interviewing techniques. b. the job description and job specifications will reveal misleading information about a position. *c. no relationships can be demonstrated between predictors and criteria. d. it will be impossible to determine the most effective selection criteria. General Feedback: Page 255. Learning Objective 2. Applied. The stronger the relationship between predictors and criteria, the more accurate the selection decision and the more likely that EEO objectives of being objective, non-discriminatory and merit-based will be satisfied. 37. Some personality tests have limited value in employee selection and: a. are culturally biased against some groups. b. are difficult to develop and administer. c. make it difficult for the applicant to fabricate answers. *d. are difficult to justify to EEO authorities. General Feedback: Page 264. Learning Objective 4. Applied. Some have argued that candidates can easily fabricate the answers to some personality tests and thus there is little justification in using them as a selection tool. In contrast, others have contended that applied and methodological advances have enhanced the credibility of using personality tests in employee selection. 38. If conducted properly selection tests can: a. increase management control across the organisation. b. help managers make decisions about optimal job/person fit. *c. promote workforce diversity and EEO goals. d. make the selection of job applicants more risky. General Feedback: Page 265-66. Learning Objective 4. Applied. Tests using the 'Big Five' personality measures plus the Team Selection Inventory typically have been shown to be non-discrimina...