University of New Brunswick Recruitment and Selection in Canada Research Research a current issue facing organizations, in Canada or elsewhere, related to

University of New Brunswick Recruitment and Selection in Canada Research Research a current issue facing organizations, in Canada or elsewhere, related to recruitment and selection. There are multiple sources of information: the news/press, journals, managers and employees, your own experiences, academic journals, and so on. You are to research an issue and come up with recommendations on how to manage that issue/problem.

You should cover the following in your paper: A format suggestion only.

An Introduction
Purpose of the study
Statement of the problem
Background of the problem
Review of Related Information
Analysis of the Situation
Recommendations on how organizations can manage the issue

Your written paper should be approx. 12 – 15 pages, excluding the list of references (Arial or Times New Roman, 12 pitch, with 1″ margins; double-spaced).

There are multiple sources of information for this issue: the news/press, journals, managers and employees, your own experiences, academic and non-academic journals. You must include a bibliography of articles cited, using the APA style.Your paper will be judged on style (grammar, etc.) and content (the extent and quality of your research, analysis, and recommendations).

Rubric is attached and powerpoints to help through Evaluation of Written Paper
CATEGORY
5
4
3
2
1
Key Issues:
Clear identification of
key symptoms of core
problems
Does provide
information related to
issues/problems.
Insightful and thorough
analysis of all the
issues.
Does provide
information related to
issue/problems.
Thorough analysis of
most of the issues.
Does not provide
information related
issue/problems.
Superficial analysis of
some of the issues in
the case.
Does not provide
information related to
issue/problems.
Talks about the topic as
an overview only.
Analysis:
Qualitative and
Quantitative analysis.
Shows an exceptional
understanding of the
topic including
appropriate
concepts/terms and
theories. Provides
relevant quality details.
Shows a very good
understanding of the
topic including
appropriate
concepts/terms and
theories.
Shows a good
understanding of the
topic including
appropriate
concepts/terms and
theories.
Shows a weak
understanding of parts
of the topic including
appropriate
concepts/terms and
theories.
Shows a very poor
understanding of parts
of the topic including
appropriate
concepts/terms and
theories.
All of the evidence and
examples are specific,
relevant, and
explanations are given
that show how each
piece of information is
related to the issue
discussed.
Most of the evidence
and examples are
specific, relevant, and
explanations are given
that show how each
piece of information is
related to the issues
discussed.
One of the pieces of
Two of the pieces of
Evidence and examples
evidence and examples evidence and examples are not relevant and/or
are not relevant.
are not relevant.
are not explained.
Ability to build on
ideas.
Alternative Solutions
and
Recommendations:
Realism and practicality
of solutions with a
strategic orientation and
focus. Logical tie in to
analysis and
justification of
recommendations.
Plan Implementation: Excellent consideration
Consideration of
of timeframe and
issues, timeframe, and possible obstacles.
possible obstacles.
Very good
Good consideration of Weak consideration of Poor consideration of
consideration of
timeframe and possible timeframe and possible timeframe and possible
timeframe and possible obstacles.
obstacles.
obstacles.
obstacles.
Flow & Rhythm
(Sentence Fluency)
All sentences sound
natural and are easy-onthe-ear when read
aloud. Each
sentence/paragraph is
clear and has an
obvious emphasis/point.
Almost all
sentences/paragraphs
sound natural and are
easy-on-the-ear when
read aloud, but 1 is
awkward or difficult to
understand.
Most
sentences/paragraphs
sound natural and are
easy-on-the-ear when
read aloud, but 2 are
awkward or difficult to
understand.
Most
sentences/paragraphs
sound natural and are
easy-on-the-ear when
read aloud, but 3 are
awkward or difficult to
understand.
Four or more
sentences/paragraphs
are difficult to read
aloud because they
sound awkward or
difficult to understand.
Grammar &
Spelling/APA style
Writer makes no errors
in grammar or spelling.
Clear points within
each paragraph.
Follows APA or MLA
style completely.
Writer makes 1 error in
grammar or
spelling/APA or MlA
style.
Writer makes 2-4 errors
in grammar or
spelling/APA or MLA
style.
Writer makes 4 –5
errors in grammar or
spelling/APA or MLA
style. And/or
paragraphs tend to
blend into each other
making it hard to
understand points.
Writer makes more than
5 errors in grammar or
spelling/APA or MLA
style.
PowerPoint
Presentation for
Recruitment and
Selection in Canada
Seventh Edition
Prepared by
Jeffrey J. McNally, Ph.D.
University of New Brunswick
Decision Making
Learning Outcomes
• After reading this chapter, you should be able to:
– recognize the complexity of decision making in the
employee selection context;
– identify the sources of common decision-making
errors in employee selection;
– distinguish between judgmental and statistical
approaches to the collection and combination of
applicant information;
– discuss the advantages and disadvantages of various
decision-making models;
– identify issues involved with group decision making;
Copyright © 2019 by Nelson Education Ltd.
10-3
Learning Outcomes (cont.)
– describe the basic principles in the application of
cutoff scores, banding, and top-down selection;
– summarize the factors that need to be considered in
making a job offer;
– explain the role of letters of employment and
employment contracts in the job offer process;
– analyze the issues and legal concerns, as well as
potential dangers, that need to be considered in
drafting and/or signing letters of employment or
employment contracts; and
– discuss the benefits of using best practices in
recruitment and selection.
Copyright © 2019 by Nelson Education Ltd.
10-4
The Context of Selection Decisions
• Satisficing: making an acceptable or
adequate choice rather than the best or
optimal choice
• Organizational fit: an applicant’s overall
suitability for the organization and its
culture
Copyright © 2019 by Nelson Education Ltd.
10-5
Selection Errors
• Implicit theories: personal beliefs that are
held about how people or things function,
without objective evidence and often
without conscious awareness
– See Recruitment and Selection Today 10.1
Copyright © 2019 by Nelson Education Ltd.
10-6
Selection Errors (cont.)
Copyright © 2019 by Nelson Education Ltd.
10-7
Outcomes of the Selection Process
Copyright © 2019 by Nelson Education Ltd.
10-8
Outcomes of the Selection Process
(cont.)
• False positive error
– occurs when an applicant who is assessed
favourably turns out to be a poor choice
• False negative error
– occurs when an applicant who is rejected would
have been a good choice
Copyright © 2019 by Nelson Education Ltd.
10-9
Collection and Combination
of Information
Copyright © 2019 by Nelson Education Ltd.
10-10
Collection and Combination
of Information (cont.)
• Pure judgment approach
– an approach in which judgmental data are
combined in a judgmental manner
• Trait rating approach
– an approach in which judgmental data are
combined statistically
Copyright © 2019 by Nelson Education Ltd.
10-11
Collection and Combination
of Information (cont.)
• Profile interpretation
– an approach in which statistical data are
combined in a judgmental manner
• Pure statistical approach
– an approach in which data are combined
statistically
Copyright © 2019 by Nelson Education Ltd.
10-12
Collection and Combination
of Information (cont.)
• Judgmental composite
– an approach in which judgmental and statistical
data are combined in a judgmental manner
• Statistical composite
– an approach in which judgmental and statistical
data are combined statistically
Copyright © 2019 by Nelson Education Ltd.
10-13
Group Decision Making
• Researchers conclude that groups are
generally better at problem solving and
decision making than the average
individual.
• Groups make better decisions collectively
than do individuals (see Recruitment and
Selection Today 10.2).
Copyright © 2019 by Nelson Education Ltd.
10-14
Group Decision Making (cont.)
Copyright © 2019 by Nelson Education Ltd.
10-15
Incremental Validity and Cutoff Score
• Incremental validity
– the value in terms of increased validity of adding a
particular predictor to an existing selection system
– See Figure 10.2 for an illustration
• Cutoff score
– a threshold; those scoring at or above the cutoff
score pass, whereas those scoring below fail
• Selection ratio
– the proportion of applicants for one or more
positions who are hired
Copyright © 2019 by Nelson Education Ltd.
10-16
Incremental Validity and Cutoff Score
(cont.)
Copyright © 2019 by Nelson Education Ltd.
10-17
Decision-Making Models
•
•
•
•
•
•
Unit and rational weighting
Multiple regression model
Multiple cutoff model
Multiple hurdle model
Combination models
Profile matching model
Copyright © 2019 by Nelson Education Ltd.
10-18
Making Selection Decisions
• Top-down selection involves ranking
applicants on the basis of their total score,
selecting from the top down until the
desired number of candidates has been
selected.
– based on the assumption that individuals
scoring higher will be better performers on the
job than those scoring low
– considered the best approach for maximizing
organizational performance
Copyright © 2019 by Nelson Education Ltd.
10-19
Making Selection Decisions (cont.)
• Banding is a grouping process that takes into
account the concept of standard error of
measurement; involves grouping applicants
based on ranges of scores
– Cutoff scores are actually a form of banding
where there are two bands.
Copyright © 2019 by Nelson Education Ltd.
10-20
Making Selection Decisions (cont.)
Copyright © 2019 by Nelson Education Ltd.
10-21
Making Selection Decisions (cont.)
• Selection systems recommendations
– Use valid selection instruments.
– Dissuade managers from making selection
decisions based on gut feelings or intuition.
– Encourage managers to keep track of their own
selection “hits” and “misses.”
– Train managers to make systematic selection
decisions.
– Periodically evaluate or audit selection decisions in
order to identify areas needing improvement.
Copyright © 2019 by Nelson Education Ltd.
10-22
Making a Job Offer
• Move quickly.
• Hold off on contacting others until the first
offer is made.
• Contact the top candidate by telephone.
• Be enthusiastic and positive.
• Ensure the job offer is attractive.
• Try to get an oral commitment.
• Be ready to negotiate (if necessary).
Copyright © 2019 by Nelson Education Ltd.
10-23
Making a Job Offer (cont.)
• Provide support and guidance.
• Follow up in writing.
• Set a deadline for the candidate to accept the
offer.
• If the candidate drags out the decision,
emphasize that you need an answer as soon
as possible.
• Make a counter offer if the candidate has a
better offer.
Copyright © 2019 by Nelson Education Ltd.
10-24
Making a Job Offer (cont.)
• Never push a candidate to renege on
acceptance of an offer from another employer.
• If you are unable to negotiate further, indicate
that this is your final offer.
• If your final offer fails, move on to your secondchoice candidate.
• Once you have received a signed acceptance of
the written offer, let the other candidates
know that the position has been filled.
Copyright © 2019 by Nelson Education Ltd.
10-25
Employment Letters and Contracts
• Offers of employment are made by letter or by
contract.
• Verbal offers are just as binding as written
offers.
• It is best to have a signed written agreement
on the terms and conditions of employment.
• A consideration is a promise of compensation
by the employer in return for the prospective
employee’s services.
Copyright © 2019 by Nelson Education Ltd.
10-26
Employment Letters and Contracts
(cont.)
• Contracts should contain employment details,
including dates, compensation and benefits,
incentives, conditions of employment/
termination, and restrictive agreements.
– See Recruitment and Selection Today 10.4,
Template for an Employment Contract.
Copyright © 2019 by Nelson Education Ltd.
10-27
Chapter Summary
• Selection decisions are made by groups, rather
than by individuals.
• Methods that involve combining applicant
information in a statistical manner are better in
reducing errors and predicting job performance.
• Various decision-making models are used.
• Job offers come in many forms; written is
preferred.
• The best decisions are based upon information and
are objectively derived; such decisions lead to best
practices.
Copyright © 2019 by Nelson Education Ltd.
10-28
PowerPoint
Presentation for
Recruitment and
Selection in Canada
Seventh Edition
Prepared by
Jeffrey J. McNally, Ph.D.
University of New Brunswick
Chapter 9
Selection III: Interviewing
Learning Outcomes
• After reading this chapter, you should be able to:
– recognize the purposes and uses of employment
interviews;
– identify the multiple phases of the employment
interview and the factors affecting employment
interview decisions;
– describe the selection errors associated with
traditional approaches to employment interviewing;
– discuss the elements of employment interview
structuring;
Copyright © 2019 by Nelson Education Ltd.
9-3
Learning Outcomes (cont.)
– identify different structured interviewing techniques
and their relative advantages and disadvantages;
– explain the legal and predictive advantages of
structured employment interviewing methods;
– develop competence in the design of effective
interview questions and scoring guides;
– discuss innovations and future directions in interview
research and practice; and
– recognize the role of employment interviews in the
changing organizational environment.
Copyright © 2019 by Nelson Education Ltd.
9-4
Purposes and Uses of the Interview
• Used at the beginning or end of the selection
process
• Used to explore and expand information from
the résumé/application form
• Employ standard questions during the
interview process
• Panel interviews include the HR professional
• Used to sell the job to the applicant
Copyright © 2019 by Nelson Education Ltd.
9-5
Purposes and Uses
of the Interview (cont.)
• Best suited to the assessment of
noncognitive attributes
• Provides the applicant a chance to ask
questions about the job and the organization
• Provides an opportunity to see if there is a
suitable fit
• Used to determine who is best qualified
• Used in the termination of employees
Copyright © 2019 by Nelson Education Ltd.
9-6
The Cost of Interviewing
• Time preparing for the interview
(supervisor/managers)
• Time spent developing interview questions and
scoring guides
• Time spent by clerical staff on interview-related
tasks
• Use of office space and equipment
• Travel time
• Actual interviewing time
Copyright © 2019 by Nelson Education Ltd.
9-7
Screening Interviews
• Screening interviews are preliminary
interviews designed to fill gaps left on the
candidate’s application form or résumé;
these sometimes serve recruitment as well
as selection functions.
– Review the applicant’s file before the interview.
– Begin with some opening remarks by recruiter
to put the applicant at ease.
– Follow a set of preplanned questions during the
interview.
Copyright © 2019 by Nelson Education Ltd.
9-8
Screening Interviews (cont.)
– Design questions to focus on applicant’s
previous work experience, educational
background.
– Use the closing to give the applicant an
opportunity to ask questions about the job and
the organization.
– Discuss the timeframe of when the recruiter will
get back to applicant.
– Review the applicant with a rating form.
Copyright © 2019 by Nelson Education Ltd.
9-9
Interviewee Behaviours That
Influence Interviewer Impressions
Copyright © 2019 by Nelson Education Ltd.
9-10
Speed Interviewing
• Speed interviewing typically consists of a
series of short (5–15 minute) consecutive
interviews.
– Used by recruiters who need to fill several
positions quickly and cost-effectively
– Ascertains a candidate’s fit with position
requirements
– Predictive validity is relatively low (0.20)
Copyright © 2019 by Nelson Education Ltd.
9-11
Model of Information Processing and
Decision Making in the Interview
• Several models have been developed to help
understand the information processing and
decision-making challenges faced by the
interviewer.
• A model developed by Dipboye is presented in
Figure 9.1
– It describes the interaction between the applicant
and the interviewer during the interview, as well as
the information processing and decision making
engaged in by both the interviewer and the
applicant before, during, and after the interview.
Copyright © 2019 by Nelson Education Ltd.
9-12
Model of Information Processing and
Decision Making in the Interview (cont.)
Copyright © 2019 by Nelson Education Ltd.
9-13
Model of Information Processing and
Decision Making in the Interview (cont.)
• The components of the Dipboye model
– Prior information and interviewer and candidate
expectations
• Knowledge structures
– The social interaction of interviewer and
candidate
– Interviewer and candidate information
processing and assessments
– Interviewer and applicant decisions
– The context of the interview
Copyright © 2019 by Nelson Education Ltd.
9-14
Unstructured Interviews
• The unstructured interview is a traditional
method of interviewing that involves no
constraints on the questions asked.
– No requirements for standardization
– A subjective assessment of the candidate
(a feeling or hunch about the candidate)
– Low criterion validity
Copyright © 2019 by Nelson Education Ltd.
9-15
Unstructured Interviews (cont.)
• Examples of commonly used interview
questions
– Why did you leave your last job?
– What are your weaknesses?
– What were your strongest/weakest subjects at
school? What did you learn in school that you
could use in this job?
– How would other people (or someone who knows
you or worked with you) describe you as an
individual?
– What is your greatest accomplishment?
Copyright © 2019 by Nelson Education Ltd.
9-16
Structured Interviews
• A structured interview consists of a
standardized set of job-relevant questions; a
scoring guide is used.
– It remains popular with employers.
– Interview questions are derived from a job
analysis.
– Interview questions are standardized (all
applicants are asked the same questions).
– Prompting, follow-up questioning, probing and/or
elaboration on questions are limited.
Copyright © 2019 by Nelson Education Ltd.
9-17
Structured Interviews (cont.)
– Interview questions focus on behaviours or
work samples rather than opinions or selfevaluations.
– Interviewer access to ancillary information is
controlled.
– Questions from the candidate are not allowed
until after the interview.
– Each answer is rated during the interview using
a rating scale tailored to the question.
Copyright © 2019 by Nelson Education Ltd.
9-18
Structured Interviews (cont.)
– Rating scales are “anchored” with behavioural
examples to illustrate scale points.
– The total interview score is obtained by
summing across scores for each of the
questions.
– Detailed notes are taken during the interview.
Copyright © 2019 by Nelson Education Ltd.
9-19
Structured Interviews (cont.)
• Preparing for the interview
– Determine the amount of time available and how
many questions you can ask without rushing.
– Make a standardized list of interview questions to
ask all applicants in the same order.
– Develop a scoring guide with benchmark or sample
answers.
– Use an office/interview room where you can have
privacy, freedom from distractions, and quiet.
Copyright © 2019 by Nelson Education Ltd.
9-20
Structured Interviews (cont.)
– Schedule the interviews with sufficient time
for a brief break between interviews and to
allow for some interviews to run a little over.
– Arrange to hold all calls and prevent
interruptions during the interview.
Copyright © 2019 by Nelson Education Ltd.
9-21
Structured Interviews (cont.)
• Conducting the interview
– Spend a few minutes at the beginning of the interview
putting the applicant at ease.
– Ask each question in turn without omitting or
skipping any.
– Take detailed notes, focusing on recording what the
applicant says.
– Allow the applicant to ask questions at the end of the
interview and answer them to the best of your ability.
– Follow the same procedures for each applicant and
retain interview documentation for future reference.
Copyright © 2019 by Nelson Education Ltd.
9-22
Structured Interviews (cont.)
• Closing the interview
– Tell the candidate when and h…
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